2014 - 2018
Vocational and Technical Education Strategy Paper and Action Plan
Republic of Turkey MINISTRY OF NATIONAL EDUCATION
VOCATIONAL AND TECHNICAL EDUCATION STRATEGY PAPER AND ACTION PLAN 2014-2018
Ankara, 2014
2014 - 2018
Vocational and Technical Education Strategy Paper and Action Plan
PRESENTATION
The basic premise of our country to provide sustainable economic and social development, to take place in the global competition, and to use the resources allocated to education more efficiently and effectively is to make all of the processes of education system based on quality. When Turkey’s need for qualified manpower considered, strategies and policies to be developed in order to improve the quality of vocational education are of utmost importance. Although the impacts of the dizzying developments in information and communication technologies are felt in all sectors and every area of life, the most affected area is education. And the importance of vocational and technical education that exhibits a dynamic structure in parallel with the rapidly changing technological information, production methods, and developments in business life has been increasing all over the world. This dynamic structure requires an education system constantly renewing itself, strengthening the technological infrastructure investments, close monitoring of the developments in the world, and a close co-operation with the private sector. And our basic priority is to give the necessary knowledge, skills and competence to our young population by structuring vocational and technical education in accordance with the expectations of the local, national and international labour markets. The Vocational and Technical Education Strategy Document and Action Plan (2014-2018), prepared in this context, has been prepared in a way to reflect the importance and priority given to vocational and technical education in the Development Plans, the Council Resolutions, and the Government Programs. Various workshops carried out with the participation of public institutions and organizations, universities, professional chambers and our social stakeholders in order to ensure the preparation of the Vocational and Technical Education Strategy Document in consultation with the parties of vocational and technical education, to reveal an implementable and rational model of vocational education system in Turkey, and to determine the policies, measures, and action steps required for the implementation of this model, have been reflected on the document. The Draft Strategy Document and Action Plan have been shared with the public institutions and organizations, universities, professional chambers and social stakeholders. I hope that the Vocational and Technical Education Strategy Document and Action Plan, which serve as a road map, will contribute to the development of access to vocational and technical education, the improvement of the quality of vocational and technical education, the development of the relations of the education sector with the society and business community, and the provision of employment of the skilled labour offered on request, and I want to thank all those who contributed.
Nabi AVCI Minister of National Education
2014 - 2018
Vocational and Technical Education Strategy Paper and Action Plan
CONTENTS CONTENTS.................................................................................................................................................................................. LIST OF TABLES.......................................................................................................................................................................... LIST OF GRAPHS........................................................................................................................................................................ LIST OF FIGURES........................................................................................................................................................................ ABBREVIATIONS......................................................................................................................................................................... INTRODUCTION.........................................................................................................................................................................7 SECTION I.................................................................................................................................................................................... 1.1. GENERAL EVALUATION OF VOCATIONAL AND TECHNICAL EDUCATION................................................................11 1.1.1. Economic and Social Trends In The Near Future.....................................................................................................................................11 1.1.2. Basic Values In Knowledge-Based Economy............................................................................................................................................11 1.1.3. Vocationaland Technical Education In Strengthening The Social and Economic Structure Of The Society ....................12 1.1.4. The Evaluations Of International Institutions and Organizations Regarding Vocational and Technical Education.......13 1.2. EVALUATION OF THE VOCATIONAL AND TECHNICAL EDUCATION SYSTEM OF TURKEY.......................................15 1.2.1. Demographic Structure...................................................................................................................................................................................15 1.2.2. Education System In Turkey...........................................................................................................................................................................16 1.2.2.1. Informal Learning...........................................................................................................................................................................................16 1.2.2.2. Non-Formal Education..................................................................................................................................................................................17 1.2.2.3. Formal Education............................................................................................................................................................................................17 1.2.2.4. Structure............................................................................................................................................................................................................17 1.2.3. Vocational and Technical Education In Turkey........................................................................................................................................18 1.2.3.1.Historical Development................................................................................................................................................................................19 1.2.3.2.Objective and Structure................................................................................................................................................................................19 1.2.3.3. Share of VTE in Secondary Education.....................................................................................................................................................21 1.2.3.4. Vocational Education and Internship Applications in Enterprises................................................................................................21 1.2.3.5.Vocational Guidance and Career Development...................................................................................................................................23 1.2.3.6.Academic Achievement................................................................................................................................................................................24 1.2.3.7.Turkish Qualifications Framework.............................................................................................................................................................25 1.2.3.8.Education Programs.......................................................................................................................................................................................26 1.2.3.9.Credit Transfer and Accumulation System for Vocational Education and Training (MKTS)..................................................27 1.2.3.10.Evaluation, Certification, and Accreditation........................................................................................................................................27 1.2.3.11.Recognition and Crediting of Prior Learnings....................................................................................................................................28 1.2.3.12. Education of Teachers and Managers...................................................................................................................................................28 1.2.3.13.Management System...................................................................................................................................................................................29 1.2.3.14.Education Environment..............................................................................................................................................................................32 1.2.3.15.Quality Assurance System..........................................................................................................................................................................32 1.2.3.16.Relationship between Vocational and Technical Education and Employment......................................................................33 1.2.3.17.Entrepreneurship..........................................................................................................................................................................................34 1.2.3.18.Transition of the Graduates to Labour market...................................................................................................................................34 1.2.3.19.Skills and Occupations Required by the Labour market.................................................................................................................37 1.2.3.20.Education of Groups Requiring Special Policy...................................................................................................................................38 1.2.3.21.Active Labor Force Activities.....................................................................................................................................................................38 1.2.3.22.Occupational Health and Safety..............................................................................................................................................................39 1.2.3.23.National and International Mobility of the Vocational and Technical Education Students and Graduates.................40
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SECTION II................................................................................................................................................................................ 2.1. ANALYSIS OF THE VOCATIONAL AND TECHNICAL EDUCATION SYSTEM (SWOT) .................................................. 2.1.1. Strengths............................................................................................................................................................................................................... 2.1.2. Weaknesses..........................................................................................................................................................................................................43 2.1.3.Opportunities....................................................................................................................................................................................................... 2.1.4. Threats....................................................................................................................................................................................................................46 2.2. BASIC PROBLEM AREAS OF VOCATIONAL AND TECHNICAL EDUCATION ..............................................................48 2.2.1. Access To Vocational and Technical Education........................................................................................................................................48 2.2.2. Capacity In Vocational and Technical Education....................................................................................................................................48 2.2.3. Employment With Vocational and Technical Education......................................................................................................................51 2.3.THE FRAMEWORK OF VOCATIONAL AND TECHNICAL EDUCATION STRATEGY PAPER...........................................54 2.3.1. Purpose..................................................................................................................................................................................................................55 2.3.2. Vision......................................................................................................................................................................................................................55 2.3.3. Political Grids, Priorities and Measures.......................................................................................................................................................55 SECTION III............................................................................................................................................................................... 3.1. MONITORING AND ASSESSMENT............................................................................................................................... REFERENCES............................................................................................................................................................................. ACTION PLAN........................................................................................................................................................................... LIST OF TABLES TABLE 1: Vocational and Technical Education School Types.................................................................................................................................21 TABLE 2: The Numbers Of Candidates Who Applied and Were Placed In Higher Education Programs According To The Sspc Type Of School and Educational Status In 2012..................................................................................................................................................................25 TABLE 3: Turkish Qualifications Framework (Draft) Types Of Qualifications and Responible InstituONS...........................................26 TABLE 4: Distribution Of The Skills To Be Most Needed By Employees In 2013 According To The Company Scale (In-Scale Rate %) ..............................................................................................................................................................................................................................................37 TABLE 5: The Skills and Characteristics That The Companies Find Inadequate In Labor Force (In-Scale Rate%)...............................38 LIST OF GRAPHS GRAPH 1: Population Projection Of Turkey (2013-2075)........................................................................................................................................17 GRAPH 2: Sectoral Distribution Of Employment (%)...............................................................................................................................................18 GRAPH 3: Rate Of Vocational Technical Education The Secondary Education Level In OECD Countries (%).....................................23 GRAPH 4: Distribution Of General and Vocational Technical High School Students In Secondary Education (%)...........................24 GRAPH 5: Ratio Of The Budget Of The Ministry Of National Education To GDP (%).....................................................................................31 GRAPH 6: The Share Allocated To The General Directorate Of Vocational and Technical Education In The Budget Of The Ministry Of National Education (%).................................................................................................................................................................................................31 GRAPH 7: Employment Ratio Of The Vocational High School and General High School Graduates In The Agricultural, Industrial, and Service Sectors (%)............................................................................................................................................................................................35 GRAPH 8: Employment Status Of The Vocational High School and General High School Graduates In The Sectors(%).............36 LIST OF FIGURES FIGURE 1: Education System In Turkey.........................................................................................................................................................................19 FIGURE 2: Orientation and Vocational Education Process Of The Student......................................................................................................21
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Vocational and Technical Education Strategy Paper and Action Plan
ABBREVIATIONS
EU ETF R&D MoFSP EQF MoSIT CEDEFOP MoLSS MoEU DISK ECVET EQAVET FOET SWOT HAK-IS LLL IBRD ISCED ISCO PEVTB PES MoD SME SMEDO MoF NVIS MoNE MEK IQVET MKTS
European Union European Training Foundation Research & Development Ministry of Family and Social Policies European Qualifications Framework Ministry of Science, Industry and Technology European Centre for the Development of Vocational Training Ministry of Labour and Social Security Ministry of Environment and Urbanization Confederation of Progressive Trade Unions of Turkey European Credit System for Vocational Education and Training European Quality Assurance in Vocational Education and Training Classification of Fields of Education and Training Strengths, Weaknesses, Opportunities and Threats Confederation of Turkish Real Trade Unions Lifelong Learning World Bank International Standard Classification of Education International Standard Classification of Occupations Provincial Employment and Vocational Training Board Turkish Public Employment Service Ministry of Development Small and Medium-Sized Enterprises Small and Medium Enterprises Development Organization Ministry of Finance National Vocational Information System Ministry of National Education Board of Vocational Education Improving the Quality of Vocational and Technical Education Project Credit Transfer and Accumulation System for Vocational Education and Training
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Vocational and Technical Education Strategy Paper and Action Plan
TVET MUSIAD VQA VSHS OECD RTUK SSI NGOs TEFBIS TESK TIKA TISK TOBB TPI TSI TUSKON TURKSTAT TURKAK TURK-IS TURKONFED TUSIAD TQF CEP TURNA SVTC NOS NQS CoHE YTB
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Technical and Vocational Education and Training Independent Industrialists' and Businessmen's Association Vocational Qualifications Authority Vocational Tertiary School Organisation for Economic Co-operation and Development Radio and Television Supreme Council Social Security Institution Non-Governmental Organizations Education Finance Information System of Turkey Confederation of Turkish Tradesmen and Craftsmen Turkish Cooperation and Coordination Agency Turkish Confederation of Employer Associations Union of Chambers and Commodity Exchanges of Turkey Turkish Patent Institute Turkish Standards Institute Turkish Confederation of Businessmen and Industrialists Turkish Statistical Institute Turkish Accreditation Agency Confederation of Turkish Trade Unions Turkish Enterprise and Business Confederation Turkish Industry and Business Association Turkish Qualifications Framework Community Employment Program Turkish National Agency Specialized Vocational Training Centres Project National Occupational Standards National Qualification System Council of Higher Education Presidency for Turks Abroad and Related Communities
2014 - 2018
Vocational and Technical Education Strategy Paper and Action Plan
INTRODUCTION Individuals having appropriate knowledge, skills and competencies are the key basic requirement of today for sustainable social and economic development. Vocational and technical education is the most important factor to determine the social and economic development of the countries.
school administrators and teachers have been sought.
In the analysis of the current situation of vocational and technical education set out in this strategy document, the internal and external evaluation of the education system has been made, the A vocational and technical education which is expectations of the institutions and organizations planned in line with the global developments related to vocational and technical education have play active role in achieving human oriented been determined, and the system’s strengths and development. weaknesses, opportunities and threats have been introduced. For this reason vocational and technical education should be open to all the individuals who are in need, The Vocational and Technical Education Strategy should provide the individuals with appropriate Document and Action Plan (2014-2018) has been knowledge, skills and competencies of the era in created on the axis of three main policies creating line with their interests and abilities, should support the vocational and technical education system in entrepreneurship, team work, decision making and Turkey. problem solving features of the individuals, should enable national and international recognition and Access to vocational and technical education mobility and should guide and develop individuals includes, awareness on the importance of vocational in a dynamic way to fit into the changing social and and technical education and access, a flexible structure in horizontal and vertical transitions economic conditions. among different types and levels of VTE institutions, Vocational and Technical Education Strategy increasing the access of groups requiring special Document and Action Plan has been prepared policy and developing the cooperation in R&D with the active participation of stakeholders within activities. the priority framework emphasized in top policy documents and in line with the national and Capacity in vocational and technical education international developments to set a flexible and includes development of vocational and technical transparent vocational and technical education education qualification system, national vocational system which promotes social and economic standards and education programs in line with the development, in which all the segments have qualifications, educational environment, vocational the opportunity to learn regarding their needs, guidance and career system, administration and finance management and quality development innovative and employment based. system. During the preparation of the Vocational and Technical Education Strategy Document and Employment with vocational and technical Action Plan (2014-2018), the Development education includes, providing VTE students, Plans, Government Programs, the Vocational trainees, graduates including groups requiring and Technical Education Action Plan 2008-2012, special policy with key competencies, workplace training, creativity, innovativeness, National Education Councils, EU Education Acquis, based entrepreneurship, occupational health and safety, Vision 2023 Project, the Ministry of National national and international mobility. Education Strategic Plan (2010-2014), the Lifelong Learning Strategy Document (2009-2013), the Cooperation and effective dialogue are of great Industry Strategy Document (2010-2014), the importance in realizing vocational and technical Action Plan of Strengthening the Relationship education policies and strategies determined between Employment and Vocational Education with the participation of all stakeholders in this (2010-2014), National Youth Employment Action document. Plan and Information Society Action Plan have been Vocational and Technical Education Strategy considered. Document and Action Plan (2014-2018) entered into During the preparation process of the Vocational and force with the decision no. 2014/5 dated 06/05/2014 Technical Education Strategy Document, the views of Higher Planning Council will be implemented, of the related public institutions and organizations, monitored and assessed in collaboration with universities, professional associations, industry relevant parties under the Vocational and Technical representatives, the confederations of workers’ Education Directorate General Secretariat under and employers’ trade unions, non-governmental the coordination of Ministry of National Education. organizations, provincial and district administrators, 1
Vocational and Technical Education Strategy Paper and Action Plan
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SECTION I 1.1. GENERAL EVALUATION OF VOCATIONAL AND TECHNICAL EDUCATION
1.1.1. Economic and Social Trends in the Near Future
estimates them and is tolerant for the change will be more peaceful, prosperous and strong. Our era is more dynamic compared to the past. As a result of this dynamism, social and economic structures are more active and unstable. Personal preferences might not be in line with the social and economic structure. Moreover economic choices might not correspond to social demands. This is requirement of a more dynamic and flexible education system that will eliminate the threat and regulate risk areas.
1.Economic and social problems have emerged with the globalization’s, which was seen at the beginning of the 21st century, acceleration of change. The public resources have been used to solve the economic problems arising, the financial system has been rescued through public intervention other than market conditions, and the policies to increase demand and confidence have weakened the resistance against crises in the medium and long run, although have avoided economic meltdown in the short run. The productions of new 1.1.2. Basic Values in Knowledge-Based knowledge, innovation, and entrepreneurship Economy have become the key inputs of getting out of crisis and the prosperity economy all over the 5.Developments in information and world. communication technologies decrease social problems based on cultural differences by 2.Crises have obligated the countries to resetting appropriate conditions. evaluate their own resources. In this context, the re-evaluation, protection, and more efficient 6.Knowledge and knowledge generation, use of the human resources, energy, natural innovativeness, individuals who make resources, and other economic values are seen differences in products and processes are as key priorities in terms of competitiveness. valued; all individuals including groups requiring special policy are enabled with access 3.The economies need a strengthened and to knowledge. competitive industrial production, a modern service sector, and a developing agricultural 7.An effective intellectual property rights economy in order to turn into a rapidly growing system which enables innovative business for and sustainable structure, to create high-level increasing creativity, knowledge generation employment and provide social progress, and and R&D capacities, offers a transparent to become a knowledge-based, integrated, management for idea and product owners, helps greener, and more inclusive economy. Making research organizations in forming capitals by human capital skilled has become important to commercialising ideas and inventions, enables create a difference in international economic productive and cost effective preservation competition. should be developed. 4.Developments in information, electronic and communication fields found social classes and became widespread and this resulted in the emergence of more dynamic and social structures. A society that understands and 2
8.With the incentives for the emergence and expansion of information based production, more inviting environments for innovativeness and creativity are provided. Establishment and development of innovative businesses
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are promoted, bureaucratic operations are decreased and technical support is given. 9.Developments in information technologies give prominence to e-economy. 10.Up skilling basic skills gained importance for developing young employability and harmonizing with the business world after school.
1.1.3. Vocational and Technical Education in Strengthening the Social and Economic Structure of the Society 11.Acquisition of new skills, supporting creativity and innovation, development of entrepreneurship, providing transitions between occupations and giving the ability to adapt to a new profession are possible by a strong vocational and technical education system. 12.Vocational and technical education is seen as an important tool in reducing the impact of social crises that may occur as a result of the depression of economy and decrease in employment. The developments in information and technology affect the professions, and while some professions disappear, new professions emerge on the other hand. In this scope the key competencies to provide social integration and increasing productivity and competitiveness in economy have become important. 13.With the globalization of economies, the mobility of labour force has come into force. The planning and implementation of vocational and technical education within the framework of international standards and criteria will provide a significant contribution to the mobility of graduates. And another important element supporting mobility is the graduates’ acquisition of foreign language skills
Vocational and Technical Education Strategy Paper and Action Plan
14.The coherence of supply and demand in qualitative and quantitative terms has become important in the labour market. The overlapping of knowledge and skills needed in the labour market and the knowledge and skills given at school would serve for the balance of supply and demand.
1.1.4. The Evaluations of International Institutions and Organizations regarding Vocational and Technical Education 15. The vocational and technical education system advances towards a structure that is open to global innovations and changes, based on the analyses of labour market, directing individual to employment, competency-based, and based on mobility. 16.Almost all of the international institutions such as the European Union (EU), the Organization for Economic Cooperation and Development (OECD), the United Nations Educational, Scientific and Cultural Organization (UNESCO), the World Bank (IBRD) address vocational and technical education as a separate “area” in their studies related to education, and form common strategies and regional and global monitoring networks. 17.The following issues of vocational and technical education are included among the priorities of the international institutions and organizations regarding vocational and technical education; •Performing them in line with the needs and demands of labour markets, •Making it in a participatory approach in cooperation with the school, institution, and sector, • Training the students in a way to allow their national and international employment, •Making it within the framework of balance of supply and demand, removing all of the obstacles related to access, 3
Vocational and Technical Education Strategy Paper and Action Plan
•Taking into consideration the national qualifications as well as international standards and qualifications when preparing the programs, •Continuous development and improving the quality. 18. The European Council has determined making the economies of member countries the most dynamic economies of the world based on knowledge as a strategic objective. In March, 2000, the European Council has emphasized that education, which is integral to the social and economic policies, is a guarantee in ensuring the coherence of societies and the full development of citizens, and its importance as a means to increase the competitiveness of Europe all over the world, with the Lisbon Strategy. The Lisbon Strategy regards high quality vocational education and training as an important and integral part of increasing social cohesion, mobility, employability and competitiveness 19.With the communiqué published by the European Commission in 2002, increasing mutual trust based on priorities, transparency, recognition of qualifications and competences, thereby increasing voluntary cooperation in vocational education and training in order to increase mobility and to facilitate access to lifelong learning have been aimed. 20.In the European Commission’s decision dated 2006, the following eight key competencies that should be given to the individuals within the scope of lifelong learning have been identified; •Communication in the mother tongue, •Communication in another language, •Mathematical competence and simple competencies of science and technology, •Digital competence (core competencies in information and communication technologies), •Learning how to learn, 4
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•Competence of social and civic citizenship, •Competencies of taking initiative and entrepreneurship, •Cultural awareness competence.
and
expression
21.When the strategies and policies developed by EU are examined, common tools in order to facilitate the recognition and transfer of learning achievements and qualifications in vocational education and training have been determined: European Qualifications Framework (EQF), ECVET, the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) and Europass. 22.The following objectives have been set with the Bruges Declaration for the period 20112020, and short and medium-term action plans for achieving these objectives have been prepared. These are as follows: •Increasing the quality, efficiency, and attractiveness of vocational education and training especially at the initial level, improvement of the qualifications of the teachers and administrators, strengthening the links between vocational education and labour market, •Promotion of the adults to continue vocational education and training, development of international mobility in vocational education and training, •Increasing creativity, innovation and entrepreneurship at all stages of vocational education and training, promotion of the use of information technologies, •The fact that vocational education and training increases the employability of the groups and individuals especially requiring specific policies. 23.After the Congress held by UNESCO on the trends and issues in the world within the scope of vocational education and training covering the years 2010-2015, recommendation
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Vocational and Technical Education Strategy Paper and Action Plan
decisions that would 25.According to the data of TURKSTAT, Turkey’s shed light on the future of vocational and technical education in seven population has reached 75,627,384 as of key areas have been taken. These are as follows: DecemberProjection 31st, 2012. Looking at population Graph 1: Population of Turkey (2013-‐2075) projection in Graph 1, the population is •Increasing the compatibility of vocational expected to be 84,247,088 people in 2023. and technical education, making the As such, Turkey is within the range of A thousand people vocational education programs compatible demographic window of opportunity. The with the needs of the fast-changing labour population will have a slow increase until 2050, markets, economies, and societies, and will be its highest value in this year with •Dissemination of access to vocational and 93,475,575 people. The population, which will technical education, increasing quality and start to decline from 2050, is expected to be equity, 89,172,088 Graph 1: Population Projection of Turkey (2013-‐2075) •Facilitation of transfer and recognition of individual learning by clear and outputA thousand people oriented systems, •Promotion and development of strategies and policies based on data, •Strengthening management and expansion of partnerships, adoption of approaches that involve the participation of all parties to the education processes,
•Increasing investment in vocational and diversification Resource: TURKSTAT Population Projections technical education, and of funding sources, Graph 1: Population Projection of Turkey (2013-2075) Resource: TURKSTAT Population Projections
Resource: Projections is TURKSTAT 50.7% Population in Turkey. By the end of 2012 26. The labour force participation rate
•Making good promotion of vocational labour force participation rate is 50.7% in Turkey. By the end of 2012, the unemployment rate 26. is 8The .8%. During the force same period, the labour f50.7% orce pin articipation and technical education in increasing unemployment ate is 8.8%. During participation the same period, the rate labour isforce participation rate 26.The rlabour contribution to economy and social 71.9% ffor men, and By 30.1% women. is 71.9% for men, and 3is 0.1% or women. for end Turkey. the of 2012, the unemployment cohesion, and creation of awareness. 27. Looking at Graph during During the period the of December 2012, the the rate of participation in rate is2, 8.8%. same period, labour 27. Looking at Graph 2, during the period of December 2012, the rate participati employment i s h ighest i n t he s ector s ervice, w hile l owest i n t he c onstruction sector. force participation rate is 71.9% for men, of and Graph 2: Sw ectorial mployment (%) women. employment is highest in the 30.1% sector for service, hile Distribution lowest of iEn the construction sector 1.2. EVALUATION OF THE VOCATIONAL AND TECHNICAL EDUCATION SYSTEM OF TURKEY
1.2.1. Demographic Structure
Graph 2: Sectorial Distribution of Employment (%) 27.Looking at Graph 2, during the period of %7.500 the rate of participation in December 2012, Service Sector
employment is highest in the sector Agricultural Sector service, %18.700 %48.00 while lowest in the construction sector. Industrial Sector %25.900
Construcoon Sector
%7.500
%7 24.Turkey has a young population Service Sector demographically. This situation also raises the Resource: TURKSTAT Household Labour Survey Agricultural Sector importance of education of the young labour 1.2.2. %18.700 Education System in T%48.00 urkey Industrial Sector force. The determination of in which areas the 28. Education in Turkey consists of three main parts in integrity to meet the educational young labour force needs vocational education, Construcoon Sector %25.900 making educational plans according to the needs of individuals, namely informal learning, non-‐formal education, and formal needs, and training labour force with a quality education. in accordance with the demands of the society, 16 markets, and sectors are crucial. Graph 2: Sectorial Distribution of Employment (%) TURKSTAT Household Labour Survey Resource: Resource: TURKSTAT Household Labour Survey
1.2.2. Education System in Turkey
5
28. Education in Turkey consists of three main parts in integrity to meet the educa
Vocational and Technical Education Strategy Paper and Action Plan
1.2.2. Education System in Turkey
28.Education in Turkey consists of three main parts in integrity to meet the educational needs of individuals, namely informal learning, non-formal education, and formal education.
1.2.2.1. Informal Learning
29.It is all kinds of experience-based learning that is not obtained by the education given in the formal and non-formal educational institutions, from learning acquired freely without an objective or intent to self-conscious and intent learning.
1.2.2.2. Non-Formal Education
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same level with programs prepared according to the purpose. Formal education covers preschool, elementary school, secondary school, high school and higher education institutions
32.Secondary education covers all of the general, vocational and technical education institutions based on secondary school, implementing a variety of programs, and which are at least for four years. Every student who has graduated from secondary school must attend secondary education. 33.The purpose of higher education is to enable the students receive education regarding their interests, abilities and tendencies in line with the science policy of the country and top manpower requirements of the society; to do researches in scientific areas, doing publishing based on research findings; to develop science and technology; to present an opinion on researches demanded by public organisations; to present scientific data that will increase the general knowledge of Turkish society and will help disclosure and to provide non formal training. The Higher Education Law no 2547 describes Higher Education as “Entire teaching and learning activities based on secondary education at every level that covers at least four years within the national education system.”
30.It is organized in integrity in a way to complement each other with formal education, to give the same qualifications, and to take advantage of all kinds of opportunities of each other, in order to educate the citizens who have not entered the formal education system, who have left it at any educational grade or who have completed its any educational level in the fields of general or vocational and technical education. Non-formal education is carried out in the form of courses that are available at the 1.2.2.4. Structure vocational and technical secondary education institutions, public education, apprenticeship 34.The education system in Turkey basically training, distance learning, and theoretical consists of five stages, namely, pre-school, and/or practical courses or in-service training elementary school, secondary school, high carried out in the enterprises. school and higher education. The preschool and higher education levels are not compulsory, and the 12-year compulsory staged education is arranged as the first-tier 1.2.2.3. Formal Education four-year primary school (1st, 2nd, 3rd and 4th grades), the second-tier four-year secondary school (5th, 6th, 7th and 8th grades) and the 31.Formal education is a regular education third-tier four-year high school (9th, 10th, 11th made under the umbrella of school for the and 12th grades) (Figure 1). individuals of a certain age group or at the 6
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Vocational and Technical Education Strategy Paper and Action Plan
The students who complete the first stage to Secondary Education (TEOG) exam of eighth continue with the high school or religious high graders on six subjects. The students who have school. According to the new implementation graduated from the secondary education level started in 2013-2014 school year students can participate in the labour force, can make will continue in secondary education upon transition to the associate degree programs and higher education levels are not compulsory, and the with 12-‐year compulsory weighed grades of year end average of 6th, 7th or continue the next level ofstaged education st nd education as from the Primary first-‐tier four-‐year primary school 2 , exam 3rd and 4th and 8th grades andis thearranged Transition according to the YGS (1 and, LYS results. grades), the second-‐tier four-‐year secondary school (5th, 6th, 7th and 8th grades) and the third-‐tier four-‐year high school (9th, 10th, 11th and 12th grades) (Figure 1). Figure 1: Education System in Turkey HIGHER EDUCATION
9
1-‐4
LABOR MARKET
MASTERSHIP
VOCATIONAL EDUCATION
UP EDUCATION SCHOOL TYPE/OPPORT UNITY TO CHANGE FIELD
GENERAL SECONDARY EDUCATION
BRACNCH EDU VOCATIONAL SECONDARY BRANCH EDU EDUCATION
BRANCH EDU
JOINT 9TH GRADE
SECODARY SCHOOL
OPEN EDUCATION HIGH SCHOOL/ VOCATIONAL OPEN EDUCATION HIGH SCHOOL (*)
NON-‐FORMAL EDUCATİON
10
5-‐8
GRADES
11
DIPLOMA
CERTIFICATE
12
APPRENTICESHIP EDUCATION VOCATIONAL OPEN EDUCATION HIGH SCHOOL OPEN EDUCATION HIGH SCHOOL
LABOR MARKET
(ASSOCTIATE’S-‐ UNDERGRADUATE-‐ POSTGRADUATE)
PRIMARY SCHOOL PRESCHOOL
(*): Individuals that left formal education for various reasons continue in open education high schools or vocational open
1: Education System in Turkey education high schools as part of 12 yFigure ear compulsory education.
(*): Individuals that left formal education for various reasons continue in open education high schoolsthe or vocational opencontinue education high schools part of 12 year or religious high The students who complete first stage with the ashigh school compulsory education.
school. According to the new implementation started in 2013-‐2014 school year students will continue in secondary education upon weighed grades of year end average of 6th, 7th and 8th grades and the Transition from Primary to Secondary Education (TEOG) exam of eighth graders on six subjects. The students who have graduated from the secondary education level can participate in the labour force, can make transition to the associate degree programs or continue with the next level of education according to the YGS and LYS exam 7 results. 1.2.3. Vocational and Technical Education in Turkey
Vocational and Technical Education Strategy Paper and Action Plan
1.2.3. Vocational and Technical Education in Turkey
1.2.3.1. Historical Development
2014 - 2018
and the Directorate General of Commerce and Tourism Training, Department of Health, Apprenticeship, Vocational and Technical Education Development and Promotion Department, Education Research and Development Department were established.
38.With the Decree Law on the Organizations and 35.In our country, vocational and technical Duty of Ministry of National Education No. 652 education has been carried out with traditional released in 2011, six separate units responsible methods, by the organizations of merchants for the implementation of vocational and and craftsmen from the 12th century to the technical education in the Ministry of National end of the 18th century. The organization Education were combined under the name of of merchants and craftsmen, which was General Directorate of Vocational and Technical established with the name of “Akhism” by the Education. And the non-formal education and Seljuks, has continued for a while also in the open learning institutions were put under the Ottoman era, and has later turned into the General Directorate of Lifelong Learning. organizations of “Guild” and “Salesclerk.” The first initiatives in the field of vocational and technical education in the modern sense have been initiated in the 18th century to regulate 1.2.3.2. Objective and Structure the army. Vocational education was started to be given in the vocational and art schools 39.Vocational and technical education aims at considered as formal education institutions educating students as good citizens as well as starting from the 1860s. preparing them for the next education and/ or business life by giving a common general 36.With the Republic, vocational and technical culture in a flexible structure and in line with education was addressed as a state policy. their interests and abilities. In this context, vocational and technical education was included in the area of tasks and services of the Ministry of National Education in 1927, and was managed by the General Directorate of Unification of Vocational and Technical Education established within the Ministry in 1933. In 1941, Undersecretariat of Vocational and Technical Education was established instead of the General Directorate of Unification of Vocational and Technical Education. The Undersecretariat of Vocational and Technical Education was re-organized as the Boys Directorate General of Technical Training, the Girls Directorate General of Technical Training, and the Directorate General of Commerce Training in 1960.
37.With the Law on the Organization and Duties of Ministry of National Education No. 3797 released in 1992, the Boys Directorate General of Technical Training, the Girls Directorate General of Technical Training, 8
40.Vocational and technical secondary education consists of vocational and technical high schools implementing various programs. (Table 1) 41.Student admissions to vocational high schools may vary according to the type of school, and the fields and branches to be chosen. The transports and transitions of the students among the types of schools and programs can be made under certain circumstances. Diplomas are arranged according to the type of school, programs, fields and branches the students have completed.
Table 1: Vocational and Technical Secondary Education School Types Table Vocational and Technical Secondary Education School Types Table 1: 1V: ocational and Technical Secondary Education School Types
Girls Hotel Vocational Girls Vocational Hotel Vocational Vocational and Technical Education Strategy Paper and Girls Hotel Vocational 2014 2018 Management and Action Plan Vocational Multi-‐ Technical Table and Industrial Trade Vocational 1: Vocational V ocational aManagement nd Technical econdary Education School Types and Vocational Multi-‐ Vocational Management Vocational Multi-‐ and and TS ourism Technical High Sand chool Program Technical and Industrial Trade Vocational Technical and Trade Vocational Vocational High School High School Industrial and and Tourism Vocational High School of Program High School and and Tourism Technical High School Program Technical Education HTechnical ealth H igh S chool High S chool Vocational High S chool High S chool Girls Hotel Vocational Vocational Technical Vocational Education of H ealth High Technical High Vocational Education Education Health Secondary High School School Table High Centre 1: SVchool ocational and Tof echnical SSchool chool Types Vocational Management and Vocational Multi-‐ High School High School Centre � Vocational High School School Centre nd Industrial Trade Vocational Technical �aAnatolian Technical H igh � High An � Anatolian � Trade � Anatolian � High and and T ourism Technical High S chool Program Table 1: Vocational and Technical Secondary Education School Types Vocational High SHchool High School Hotel Vocational High Vocational School � Anatolian TSchool echnical HTable igh � 1�: Vocational An atolian � Anatolian �Secondary Trade � Anatolian � High Girls Hotel Vocational � Anatolian Technical igh An � Anatolian � Trade � Anatolian � High and � Vocational a nd T echnical E ducation S chool T ypes Vocational Table V ocational aand nd echnical econdary ducation chool ypes Table 1: 111V: : : ocational and THotel echnical Secondary Education School T�ypes Technical Vocational Education of HSSSealth High School Table V ocational nd echnical econdary EEducation ducation chool TTypes ypes Table V ocational aaHotel TTTTTechnical SSSSSecondary EEHESchool chool TTTand Girls Manageme High School atolian Vocational igh Vocational School Table 1 : Vocational Table Table 1 a 1 : nd : V V ocational ocational T echnical a S nd nd econdary echnical echnical E ducation econdary econdary S chool ducation ducation T ypes S S chool chool ypes ypes School atolian Vocational H igh Vocational School Technical and Table 1 : V ocational a nd T echnical S econdary E ducation S chool T ypes Vocational Management and Vocational Table 1High : Technical Vocational aIHigh nd TSechnical Secondary Education School Types Girls Vocational School aTechnical chool nt Hotel Centre nd ndustrial Trade Vocational � Vocation Girls Hotel Vocational aSchool nd School o f Girls Manageme School High � Anatolian Vocational HGirls igh Girls Manageme High Education Technical Hotel Vocational Technical and and Tourism Technical High School Multi-‐ Girls Hotel Vocational Girls Hotel Vocational and Vocational Girls Hotel Vocational Girls Vocational Hnt igh SHotel chool High School Anatolian Trade igh � Vocation echnical HaHigh �Vocational AnVocational � Anatolian � Trade �Trade �Vocational Anatolian High High Tourism and Centre Technical and Management School School � Vocation � Anatolian VTTechnical ocational igh Industrial �Vocational Technical ant nd School of of Health Education Health al HEducation Girls Hotel Girls Girls Hotel Hotel Vocational Vocational Vocational Vocational Management Vocational Multi-‐ � Anatolian Vocational High Girls Hotel Vocational Education nd Vocational Management and Multi-‐ Girls Management Hotel and TTechnical Vocational Vocational of H Vocational Management and Vocational Multi-‐ Technical a nd I ndustrial Trade V ocational Vocational and Vocational Multi-‐ and ourism Technical High S chool Program Technical a nd I ndustrial Trade V ocational Vocational Management and Vocational Multi-‐ Vocational H igh School � Anatolian T rade al H igh Vocational Management and Vocational Multi-‐ atolian Hotel Vocational H igh Vocational School School Vocational High Tourism Health � Anatolian T rade al H igh School High Tourism Health and School Centre Technical aand nd IIndustrial ndustrial Trade V ocational and and TTourism ourism Trade Technical High chool Centre Program Vocational Management Vocational Management and and and Vocational Management Vocational Vocational Vocational Multi-‐ Multi-‐ Multi-‐ Technical and Industrial Vchool ocational Vocational Management and Vocational Multi-‐ Vocational High School High SSchool and and Technical High SSchool chool Program Technical nd ndustrial Trade V ocational Technical a I Trade V ocational Vocational Management and Vocational Multi-‐ � Technical H igh S chool High S High chool Centre and and T ourism Technical High S Program Technical and Technical Industrial Technical Technical a a nd nd I I ndustrial ndustrial Trade V ocational Trade Trade V V ocational ocational Vocational H igh S chool High S chool and and T ourism Technical High S chool Program and IH ndustrial Trade Vocational Technical Vocational Education HTechnical ealth School Vocational H igh High School High School Technical Girls Manageme School High High School Vocational Vocational igh School Vocational igh School chool School High chool �of Vocational and ourism Technical High chool Program Vocational and and ourism chool Program nd ndustrial Trade VSSocational Vocational H igh High chool and and and Tand and ourism and and ourism Technical Technical Technical High SHchool High chool Program Program and TTTTTourism High chool Program Technical Vocational Education of HSSSSSealth ealth High chool Vocational HHaigh SISchool High School and Tourism Technical High School Program Technical Vocational Education of H High SSchool chool � Technical igh chool Vocational H igh chool High chool H SSSSSchool High SSSSchool �igh Technical Sigh chool and and ourism Technical High chool Program �Technical Anatolian Technical High �School An � Anatolian � Technical Vocational Education of H ealth High �Anatolian Vocation �High An School nt and School o�f Trade School Vocational H Vocational chool High H H igh chool chool High School High High chool chool � Religious High � Vocational Vocational Education of H ealth School � Vocational Anatolian ocational Hocational igh Technical High �High Vocational Vocational H�Vigh School School High SVocational chool High SHigh chool Centre � Vocational SVocational Technical Vocational Education of H ealth High chool Industrial V H igh Education of H ealth High SSSSchool chool Vocational High igh S chool High S chool Technical Vocational Technical Technical Vocational Education Education Education of H ealth of H ealth High S chool High chool Vocational of H ealth High S High S chool High S chool Centre Technical Vocational Education of H ealth High S chool High chool High chool atolian Centre �TVocational Technical Vocational Education of HHigh ealth High chool High � Anatolian rade al HSigh School Hotel Vocational �High An atolian High Tourism Health �Vocational School � Religious School and An School of H High School � Religious SSSchool chool High SSSchool chool Centre Centre igh High School High School Centre � Industrial ocational HTechnical igh �High � Industrial Vocational High �VSchool Anatolian H igh � An � Anatolian � Trade Anatolian � High High chool High chool Centre High S High S Centre � Vocational High School High High Sechnical SSchool chool High chool Centre Centre Centre High SSSchool School High School Centre �School Anatolian T1echnical echnical High igh High � AnGirls �S Anatolian � Vocational Trade SHchool �f School Anatolian �High High School o� �� H igh � Vocational School Girls Manageme School atolian � Vocational igh School Vocational School Table : V ocational a nd T econdary E ducation T ypes High atolian � Anatolian T H � An � Anatolian Trade Anatolian � High Technical Health o f High chool High chool Centre High � Vocational School o f School atolian Hotel Vocational High �Vocational School � Anatolian Anatolian TTechnical echnical H igh � An � Anatolian � Trade � Anatolian � High � School Anatolian Technical High � � AnAn � � Anatolian � Trade � Anatolian � High and � Vocational Vocational Technical igh School Anatolian echnical H igh � An � Anatolian � Trade � Anatolian � High � H Anatolian � Trade � Anatolian � High � Vocational � Vocational �TTH Maritime Vigh ocational High School atolian Hotel High Vocational High igh Vocational School School of Justice and Technical nt a nd School o f Vocational Girls School o f High Anatolian V ocational � Anatolian Technical �� � Anatolian Anatolian H igh T echnical echnical � H H igh igh An � � � Anatolian An An � � � Anatolian Trade Anatolian � � Trade Trade � Anatolian � Anatolian Anatolian � High � � High High School Girls School atolian Hotel Vocational H School � Vocational Education � Hotel Health � Anatolian T echnical H igh � An � Anatolian � Trade � Anatolian � High School � Vocational � Vocational Vocational and Health � Vocational � School Anatolian T echnical H igh atolian AnGirls Anatolian Trade High �Vocational Anatolian �School High Manageme School atolian Hotel Vocational H igh Vocational School Vocational Table 1�: atolian Vocational a�nd Technical S�econdary Eigh ducation School High T�ypes Trade Technical School Hotel Vocational Vocational School and and School atolian Hotel Vocational igh Vocational School Hotel Vocational H and and School � School Maritime Vocational HHigh Girls ManagemeManageme School High � Anatolian � School Maritime Vocational High Justice High Tourism Technical �atolian An High Vocational School Justice School �Health Religious School School School atolian atolian Hotel Vocational Hotel High Vocational Vocational Vocational HH H igh Vocational Vocational School School School Hotel Vocational School Girls Manageme School High � High School Girls Hotel Vocational Centre and and and Technical � Hotel and ocational igh atolian atolian Hotel Vocational High igh Vocational Vocational School School � Vocation Technical nt aVocational nd o f Industrial Girls Manageme School High �VAnatolian Vocational High and � School Girls Manageme School High Education Technical Technical Girls Manageme School High Girls Manageme School High Technical Technical � Vocation Technical nt a nd School o f � Vocational H igh Vocational H igh � Anatolian V ocational H igh atolian School Vocational � Anatolian Education School High � Vocation High Girls Girls Girls Manageme School School School High High High Manageme Manageme High Technical nt a nd School o f nt a nd School Girls Manageme School High � Anatolian Anatolian VMaritime ocational Hnatolian igh Technical Technical Technical Technical Education Technical School Vocational Management and Vocational Multi-‐ � Anatolian T rade al H igh Girls Manageme School High � Vocation High Tourism Health Technical nt a nd School o f � A School � Vocation Technical � V ocational H igh nt ant nd School of oo f f Education Education Girls High Hotel Vocational Centre High � Anatolian Vocational High �Technical Technical Snt chool Vocation � Vocation Technical nd School aaaand School Anatolian ocational igh � Anatolian V ocational H igh Education Education I� ndustrial Trade Vocational Anatolian rade al High Tourism Health School School of TTCommunication School Girls ��� Anatolian School �Program Vocation �� � Vocation Vocation Centre School Vocational Technical Technical Technical nt nd School orade f High School School f f nt aourism nd nt nd � Vocation Anatolian al High igh High Tourism Health � Anatolian Health School Tourism � Technical Anatolian aVnd ocational � Anatolian High VVV ocational ocational HH H igh igh Technical nt aTourism nd School o f o o School Education Education Education � Vnatolian ocational High Education Centre � Vocation Vocational H igh School � Anatolian T rade al H Technical nt a nd School o f and and T Technical High S chool School Vocational High Health �Anatolian Anatolian V ocational H igh Vocational H igh S chool �� Maritime A natolian � Anatolian T rade al H igh School Education High Tourism Health � Anatolian Maritime A School Centre Centre igh Anatolian al igh � Anatolian TTTTrade al H igh High Tourism Health Vocational Management Vocational Multi-‐ High Health School Centre Vocational H igh School Centre �School Maritime ocational H School Vocational Justice Gi HSigh Vocational Vocational High School �V High chool School � Tourism Anatolian TVocational rade �� � Anatolian Anatolian rade rade al Hand al al HH H igh s Vigh ocational Communication High High High Tourism Health rade Health Health Tourism Tourism ��Anatolian Trade al High H igh Technical High igh School Vocational H School School Vocational Communication � Hotel School School School High Tourism Health �Vocational School Centre Centre Centre � Industrial �Vocational Centre aHH nd Ichool ndustrial Trade VAn ocational � Anatolian TH rade al High igh School High Health Vocational H igh School Tourism High School School Vocational Vocational igh chool Vocational High School School Vocational Centre �Technical Technical igh SSchool chool Vocational High STechnical Vocational Education of Health High S chool Vocational H igh School Vocational igh School School Vocational � Technical H igh S School Vocational and and T ourism Technical High S chool Program School School � Vocational H igh High atolian � Vocational rls � Gi High Vocational H igh Vocational Vocational H H igh igh School School School s V ocational High S chool � Gi School School of � Religious � Agricultural V ocational School School School Vocational Vocational Vocational H igh School � Technical H igh S chool s V ocational Manageme High School Vocational High � Vocational � Technical H igh S chool School � Technical H igh S chool Vocational H igh School � Technical H igh S chool � An School School Vocational Vocational HSHigh igh SSchool High School �Vocational School High School High � Vocational High � Industrial V ocational H igh School � Technical High � � S chool Technical Technical H H igh igh S S chool chool School High chool High S chool Centre � Technical H igh chool High � Vocational � Vocational �rls AnTechnical of �Health Religious Girls High � School Anatolian Technical Vocational Education of High ealth School High School School School School � Agricultural Technical H igh SSchool High chool High School �Vocational � An High High An High � Vocational School � Religious nt and Vocational � � Vocational Vocational High High S�chool School Industrial VAV Vocational ocational High igh �rls � Agricultural High Industrial ocational H � Vocational H School atolian � High High School � Vocational � Religious � Maritime natolian An School o f High School � Religious High School � Industrial Industrial V ocational H igh An School Religious � High Industrial Vocational High School � Religious High High � Communication Vocational H igh �Technical Maritime VHigh ocational H igh atolian S chool High Industrial VVocational ocational H igh Vocational School oof f Justice � V H igh � Vocational H igh � Industrial Anatolian VTechnical HHigh �� Anatolian �High Trade � High Anatolian � High � An �� � An An atolian �igh Hotel High Sigh chool School School School Religious �� � Religious Religious �Technical AnAn �High Vocational Tourism High High School � Religious School School School School High School High School Centre School � ocational �� � Industrial Industrial V ocational ocational H H igh igh � Industrial V ocational H igh School o f � Vocational H School � An Girls atolian � Religious � Vocational H igh School High High Vocational H igh S chool atolian Health School o f High School o f � Vocational H igh �School Industrial �VAgricultural ocational igh Anatolian � Vocational H igh atolian School Vocational High School High School School School Gi School School Girls School School Health �atolian High High H�igh � � Vocational Vocational HJustice igh School ooH f f igh s Vocational School Hotel Vocational School atolian VHocational atolian Vocational High Girls Manageme atolian atolian High High High School and School oH f igh School School o �� Anatolian High ooof f f f f � Vocational School of o Health �TVocational Maritime High An Vocational School School School � Vocational H igh School atolian School o f Girls High School o f � Anatolian echnical H igh � � Trade � Anatolian � High School School Girls � Hotel Health School Health School o f School H igh S chool � Agricultural A natolian School o f Girls Girls School � Agricultural Maritime AV Vnatolian ocational High igh Girls School Health Health Justice Vocational � Maritime ocational H � High Hotel of rls School School School School School oo Justice Manageme High Girls School oSf chool High School Vocational ��Maritime Agricultural VGirls ocational nt aHealth nd School School School Technical Health Health Health School Hotel � Anatolian School � V ocational H igh School of f f H igh � Vocational Maritime VH ocational High Girls Justice Vocational School �Girls Maritime AHigh Justice School atolian Vocational Vocational School Health Vocational Manageme � Hotel and Maritime V ocational H igh �natolian Hotel � Maritime V ocational H igh Justice Vocational H igh SRchool Justice Vocational Vocational School igh SVocational chool � Hotel � Land egistry and � Hotel High � �� � Maritime Maritime H igh V V ocational ocational H H igh igh School � Maritime V ocational H igh Communication Manageme Technical � Vocation Justice Justice Justice Technical nt a nd School o f Vocational Vocational � Girls Justice High S chool High � Maritime Anatolian VVocational ocational H igh Tourism Vocational Education � Hotel � � Hotel Hotel School Manageme �High Hotel �School Maritime Vocational High High School Justice � Anatolian High School Vocational High Vocational School School School Girls School � Manageme Hotel nt a� nd Manageme Technical Manageme High Manageme Cadastrate Vocational �School Land Registry and Anatolian � aMaritime Anatolian � School Land Registry nd School School School � � Anatolian Gi Vocational High � Manageme Anatolian al High nt aand nd Trade Tourism Health High High Vocational �High Girls School School �High Girls Manageme Manageme Centre of s Vocational nt Manageme School � Anatolian Maritime A natolian High Communication � Anatolian � Vocation School Technical School Manageme � Anatolian School � V ocational H igh Tourism nt a nd � Maritime A natolian Education nt a nd Agricultural Aocational natolian � Anatolian School � Anatolian School nt a nd High S chool Cadastrate V nt a nd Vocational H igh S chool � Maritime A natolian Communication Cadastrate V ocational rls � Maritime A natolian School Vocational H igh School Tourism High School Vocational �School Agricultural V ocational High � Anatolian � � Anatolian Anatolian School Vocational Communication High � Anatolian School Vocational � Maritime A natolian nt a nd nt nt a a nd nd � Maritime A natolian Tourism nt a nd Vocational H igh S chool Gi � Anatolian Ts School � Tourism � Anatolian rade al High V ocational Communication High Health nt a nd � �� Maritime Maritime A A natolian natolian Communication School Vocational Tourism � Maritime A natolian Centre Vocational H igh S chool � Maritime Technical A Hnatolian igh S chool Communication Communication Tourism High School igh Tourism �Vocational Maritime AH natolian �High Gi School Vocational H igh chool s V V�ocational ocational High School Technical Vocational H igh School Vocational School High School � Gi High Communication Communication Communication s Vocational Communication School High Vocational H igh chool Tourism Tourism Tourism Vocational SSSSSchool rls Tourism � Gi Communication Vocational H igh School s V ocational High S chool � Gi School � Agricultural V ocational Tourism Vocational High SVocational Vocational chool H H igh igh chool chool s V ocational High Vocational Vocational H igh S chool Vocational � Gi � Gi s V ocational s V ocational Vocational � Land R egistry a nd Vocational Vocational H School rls High chool � Technical Agricultural Vigh ocational High An �School � Gi �� Gi rls School Girls � Religious s Vocational s High s VV ocational ocational Gi Gi School High Vs ocational �� HHigh igh School High SSchool chool Agricultural V ocational Vocational Vocational Vocational High Vocational � Industrial Vocational H igh � Gi Technical rls s V ocational School S chool High S rls Vocational � Agricultural V ocational � Vocational High High S chool School � Agricultural Vocational 41. Student rls a�rls dmissions o High vocational hHigh igh chools may vary according to the type of school, Agricultural AtHigh natolian rls High chool Agricultural ocational SSsSSchool � Agricultural V ocational High Cadastrate V ocational Technical High SSchool chool School � Vocational atolian rls rls School H igh Technical rls Vocational High High School High High chool School � Agricultural �� � Agricultural VVV ocational High School o f High High �Vocational Agricultural Vocational High High School School rls Technical High School chool �Technical An High �Agricultural Agricultural Vocational ocational High SSchool chool Technical School � Religious High High to tto High SStudent chool School osf chools 41. Student a dmissions t o v ocational h igh s chools m ay v ary a ccording t he t ype sochool, Vocational H igh S chool School Technical 41. a dmissions t o v ocational h igh m ay v ary a ccording he t ype � Industrial V ocational H igh High chool High S School chool High School School Girls Technical Technical Technical High of osf chool, � Agricultural natolian Technical HealthT Hhe High School High High High SSSchool chool School and tAhe fields a nd School branches hosen. transports and School transitions f the students School School School School to be �cVocational Technical igh High atolian High chool High High School � Agricultural A natolian School o f High High School � Agricultural A natolian �High Land R egistry and School � Maritime Vocational High Justice Vocational �he Girls High High School High Vocational Hnd igh S�b chool � Agricultural A natolian School Hotel � Agricultural A natolian and t he f ields a nd b ranches t o b e c hosen. T he t ransports a nd t ransitions o f t he s tudents and t he f ields a ranches t o b e c hosen. T t ransports a nd t ransitions o f t he s tudents � Agricultural A natolian High � Agricultural A natolian School o f School Girls School School Health under certain circumstances. Vocational H igh chool School � Agricultural �� Agricultural Agricultural AA natolian natolian among the types of schools and Vocational programs can be made School Vocational H igh SSchool chool �Anatolian Agricultural Anatolian Cadastrate Vocational School High School School Agricultural A natolian School Vocational H igh Manageme Vocational H�V igh SSchool chool Land Rchool egistry �� Maritime ocational Htypes igh and Vocational H igh chool School H igh SSSSthe Justice Vocational �Girls �and Hotel 41. Student a dmissions t o v ocational h igh s chools m ay v ary a ccording t o t he t ype o f s chool, �SVocational Land R egistry a nd Vocational High Vocational Vocational chool H H igh igh S chool chool among of schools programs can be made under certain circumstances. Vocational H igh S chool among the types of schools and programs can be made under certain circumstances. High S chool � Land R egistry a nd � Girls � Anatolian School Vocational Hnd igh SDiplomas chool Vocational �High Girls nt and arranged � Land Land Registry egistry nd are according High to the type of school, programs, fields and branches � Land Registry aCadastrate School Vocational � Girls � Anatolian Land egistry nd R aaaaand �Girls Manageme Cadastrate V� ocational � Girls � Girls � Maritime Land Registry a� �� � nd Land Land RRR egistry egistry nd nd Cadastrate V ocational � Land Registry aHigh nd Vocational Communication School Girls � � Girls Girls Vocational Tourism � Girls and t he f ields a nd b ranches t o b e c hosen. T he ransports and transitions of and the students � Land R egistry a nd S chool Cadastrate V ocational Diplomas are arranged according to the type school, programs, fields branches Cadastrate V ocational Diplomas are arranged according to the type of tof school, programs, fields and branches �Vocational Girls have High � Anatolian School Vocational Vocational SCadastrate chool Cadastrate VV ocational ocational V Vocational nt and High School chool Vocational the s tudents c ompleted. Cadastrate H Vigh ocational Cadastrate V ocational ocational High S Cadastrate V ocational � Cadastrate Maritime A natolian High � Gi s V ocational Vocational Vocational High Vocational Vocational Cadastrate V ocational High S chool High S chool Vocational Communication High School High chool High High chool Tourism admissions to vocational high schools may vary according to the type of among of schools and can be made under certain circumstances. High High the s tudents have c41. ompleted. s tudents htypes ave completed. High School Vocational High High SSSSSchool chool High Sthe chool Vocational H igh Sthe chool School Student rls High programs School � Agricultural High High High School High chool th �High High s education, Vocational School Gi Vocational School School School 42. In formal vocational and technical the 9 grade is common in all of of the st Technical 41. Student aSchool dmissions o High vfocational igh Sschool chools vary aTccording to the ype of types school, High School School tthe ields and bhranches e aay cprograms, hosen. he the ransports astnd transitions School School and Diplomas are arranged according to the type school, fields and branches thbm rls thtv School High of o � Agricultural Vocational 41. Student a dmissions t o v ocational h igh s chools m ay ary ccording t o t t ype o f chool, 42. In formal vocational and technical education, the 9 grade is common in all types of th 42. In formal vocational and technical education, the 9 grade is common in all types of High 41. Student a dmissions t o v ocational h igh s chools m ay v ary a ccording t o t he t ype o f s chool, 41.High Student admissions to tttto vo ocational high so chools m ay vary ccording to to he type of o sf f f chool, 41. Student aadmissions dmissions vvamong ocational igh chools m ay ary ccording ype chool, ocational h igh ssssvbchools m ay ary aaaatccording o he ttttype ssssochool, schools. students who the 9 type grade make field choice. 10th circums SStudent chool thhe fThe ields avvigh nd ranches e of ccompleted hosen. Tthvvvvvhe ransports aotttttnd the ransitions f tth he th sThe tudents School ay 41. Student 41. 41. admissions Student Student taaand o dmissions dmissions vocational o hocational ocational ocational sbchools hhh m igh igh chools chools ary aschools ccording m m ay ay ary ary taato ccording ccording he o sttttchool, he he ype ype chool, chool, � Agricultural Anatolian the types and programs can be made under certain 41.41. Student admissions tTechnical o vo he igh sthave chools m ay vary ccording to tf o he type ohe f ooo sf chool, the s tudents ave c ompleted. th School 41. Student a dmissions t o v ocational h igh s chools m ay ary a ccording o t he t ype o f s chool, and t he f ields a nd b ranches t o b c hosen. T he t ransports a nd t ransitions o f t s tudents and the he fThe ields and nd ranches tbo o e Technical chosen. hosen. The he transports ransports amake nd transitions ransitions otf he f the he students tudents schools. students who the and grade field High schools. students who the 9 9 Education grade field choice. 1010 1: Vocational and School Types and ields bbbranches ranches bbccompleted e nd and he fThe ields aTable nd branches thave o tthave e b hosen. TSecondary he tschools ransports and tmake ransitions ochoice. f oo sThe tudents Vocational High School and he ields nd ranches o e ctchosen. hosen. he ransports nd ttransitions ransitions ooschools f f ttttthe he tudents and ttttAthe ffffamong aaaaand b o ccccompleted TTTTprograms tttttransports aaaaato nd tttf f ssssThe grade students of high technical high continue their and br � Agricultural natolian types schools and can be made certain circumstances. Diplomas are arranged according the type of school, programs, fields and the fields and and attnd he he b ranches ffields ields ields nd nd tthe bof b ranches e ranches chosen. ttb o o Te bbhe b e e hosen. ransports hosen. TThe he he aransports nd ransports ransports transitions nd nd o ransitions ransitions the sunder tudents f he he he sstudents tudents tudents and he fields atypes nd bo ranches tof o ttvocational ce hosen. The tcan transitions of o tcircumstances. students th and School and t he ields a nd b ranches o b e c hosen. he t ransports a nd t ransitions o f t he tudents among the schools and programs be made under certain among the types of schools and programs can be made under certain circumstances. � Land Registry and 42.among In formal vocational and technical education, the 9 grade is common in all types of grade students of vocational high schools and technical high schools continue their th th grade students of vocational high schools and technical high schools continue their � Girls Vocational H igh S chool among the types of schools and programs can be made under certain circumstances. the types of schools and programs can be made under certain circumstances. among the types of schools and programs can be made under certain circumstances. among the types of schools and programs can be made under certain circumstances. education in the vocational areas, and the 11 and 12 grade students in the branch, Diplomas are arranged according to the type of school, programs, fields and th branches the sand tudents h ave ccan ompleted. among the types among among of the the schools types and of of schools schools programs and and can programs programs be made can can under be be made certain under under circumstances. certain certain circumstances. circumstances. among the types of schools programs be made certain circumstances. Cadastrate Vocational thmade th th th thunder types among the types of schools and programs can be made under certain circumstances. � Land RDiplomas egistry Vocational and Diplomas are arranged according to the type of school, programs, fields and branches schools. The students who have completed the 9 grade make field choice. The 10 education in the vocational areas, and the 11 and 12 grade students in the branch, � Girls education in the vocational areas, and the 11 and 12 grade students in the branch, are arranged according to the type of school, programs, fields and branches Diplomas are arranged according to the type of school, programs, fields and branches High School Diplomas are arranged according to the type of school, programs, fields and branches Diplomas are arranged according the type of school, programs, fields branches according which they have chosen, oto f the the field tprograms, hey aschool, re educated. (Figure 2and ). and High the s tudents h ave c ompleted. Cadastrate V ocational Diplomas are Diplomas Diplomas arranged are are arranged arranged to according according the type to of to the school, the type type of of school, fields programs, programs, and branches fields fields and and branches branches th Diplomas are arranged according to type of school, programs, fields branches Vocational Diplomas arranged according the of school, programs, fields and branches which vocational and technical education, the continue 9 grade is common the students tudents ave c42. ompleted. grade vocational high technical high their tstudents hey ave completed. hosen, f he the field tschools hey atype re educated. (Figure ). schools 42.InHigh formal vocational technical and technical schools continue their in all ty School ave which hey hare cand hosen, oIn f otformal feducation, ield tto hey are educated. (Figure 2). 2high the hhhave ave ompleted. the save tudents hhave cof chool the tudents ave ompleted. sssss ttudents h cccccompleted. High Sthe Şekil 2 : Ö ğrencinin Y önelimi v e M esleki E ğitim S üreci th the students the the h tudents tudents c ompleted. h h ave ave ompleted. ompleted. th the s tudents h ave c ompleted. th th Figure 2: all Oand rientation and Vocational Pgrade rocess of common Student the grade students ave School cvocational ompleted. the42. 9th isformal common instechnical types of education in vocational and theof thEducation h 42. technical the 9type the is in all types The students who have the 9the grade make field choice. T th education in the vocational areas, and the 11 and 12 grade students in the branch, schools. 41. Student admissions tIn o Figure vvocational ocational igh chools m ay vary Eaeducation, ccording t Po t completed he oSf chool, In formal formal vocational and education, the 9thth grade is common in all all areas, types of th9 42. In formal and technical education, the grade is common in all types of 2O: and O: h rientation and Veducation, ocational Eğitim ducation rocess othe f grade the Sstudent th 2 : rientation a nd V ocational ducation P rocess o f tudent Figure 42. In vocational and technical the 9 grade is common in types of th th 42.42. In formal vocational technical education, the 9 grade is common in all types of Şekil 2 Ö ğrencinin Y önelimi v e M esleki E S üreci th th th schools. The students who have completed 11th and 12th students in the branch, th 42. In In formal formal vocational vocational and and technical technical education, education, the the 99 th grade grade is is common common in in all all types types of of
th th The schools. students who the 9 is grade make field choice. 10 continu 42. In formal vocational In formal vocational vocational technical and education, technical the education, education, grade the the is 9vcommon 99 ary high grade grade is is all common of in all all types of of grade of a completed vocational schools and technical high schools 42.42. In In formal vocational technical grade common in all types of th th which hey have cThe hosen, otechnical f the field thave hey re ducated. (aFigure ). field 41. Student aand dmissions to vwho ocational heducation, igh s9chools m ay ccording tstypes o the tin ype otypes f The sfield chool, and the f42. ields aformal nd btranches to band e cand hosen. Tstudents he tcompleted ransports aethe nd t99ransitions o Ein f t2common he tudents 42. In formal vocational and technical education, the grade is common in all types th th th th of schools. The students have the grade make choice. 10 th th the 9th grade make field choice. The 10th which they have chosen, of the they are th th General ducation schools. The students who have completed the 9 grade make field choice. The 10 schools. The students who have completed the 9 grade make field choice. The 10 Şekil 2 : Ö ğrencinin Y önelimi v e M esleki E ğitim S üreci th th th th th th th choice. th th9 th schools. The students who the grade make field choice. 10 schools. The students who have completed the make field The 10 th grade students of vocational schools and technical high continue schools. The schools. schools. students The The who students students have completed who who have have the completed completed 9 high grade the the make 9999 Egrade grade grade field choice. make make field field The choice. 10 choice. The The 10 10 education in the vocational areas, and the 11 and 12 grade students in the b schools. The students who have completed the 9educated. field choice. The 10their and the fgrade ields avocational nd b: ranches thave o bhigh e ccompleted hosen. The tducation ransports amake nd toransitions oschools f the sThe tudents among the types of schools and programs can be made under circumstances. General ducation schools. The students who have completed the Ecertain grade make field choice. The 10th their grade students of high schools (Figure 2). General ducation grade students of vocational schools and technical high schools continue Figure 2 O rientation a nd V ocational E P rocess f t he S tudent grade students of vocational high schools and technical high schools continue their th th grade students of vocational high schools and technical high schools continue their
grade students of vocational high schools and technical schools continue their grade students vocational high schools and technical high continue their th th education in the vocational areas, and the 11 and 12 grade students in the branch, 9th rade which tGhey have chosen, obe f the field thigh hey aschools re educated. (Figure 2). grade students grade grade of students students vocational of of high vocational vocational schools high high and schools schools technical and and high technical technical schools high high continue schools schools their continue continue their their grade students of of vocational high schools and technical high schools continue their th th among the types of schools and programs can made under certain circumstances. Diplomas are arranged according to the of school, programs, fields and branches grade students of vocational high schools and technical high schools continue their education in the vocational areas, and the 11 and 12 grade students in the branch, type th th th th th th grade students in the branch, education in the vocational areas, and the 11 and 12 th th education in the vocational areas, and the 11 and 12 grade students in the branch, 9th Grade General education in the vocational areas, and the 11 and 12 grade students in the branch, th th th th th th 9th G rade th th education in the vocational areas, and the 11 and 12 grade students in the branch, education in the vocational areas, and the 11 and 12 grade students in the branch, th and 12 th grade students in the branch, which they have according cohosen, oto f and 12 tthe field tehey are Eeducation ducated. (). Figure 2). and branches education in education in the vocational areas, and the 11 education in the vocational areas, and the 11 grade students in the branch, education in the vocational areas, and the 11 and 12 Diplomas are arranged the of and 12 school, programs, General the students hthe ave vocational areas, and the cttompleted. education in the vocational areas, and the 11 and 12 grade students in the branch, which hey ave hosen, he f11 ield hey re ducated. Figure Figure 2type O grade students in the branch, rientation a grade students in the branch, nd Vocational Education Process of the Student which hey hhave ave ccGeneral hosen, otf he f f Education tthe he ffield ield they hey aa: re re eGeneral ducated. ((Figure Figure 22). ). fields General Education which t hey h c hosen, o t t a e ducated. ( 2 which t hey h ave c hosen, o f f ield t hey a re e ducated. ( Figure 2 ). which hey cchosen, hosen, ootf f f tttthe he ield hey re ducated. Figure 22ducation ). tttthey h ave cc9th o ffffield tttthey aaaare eeeeducated. ((((Figure 2 ). Grade Vocational E Şekil 2 : Ö ğrencinin Y önelimi Şekil v 2 e : Ö Mo ğrencinin esleki Yönelimi Süreci ve Mesleki Eğitim Süreci which they which hwhich which which ave stc8th hosen, hey hey hhh ave oave ave he hosen, hosen, fEducation ield t o hey f he he a re ield ield e ducated. hey hey re re ( Figure ducated. ducated. 2 ). Figure Figure 2 ). ). hey have cthosen, o f he f ield t hey a re e ducated. ( Figure 2 ). the tudents hf ave c ompleted. th which t hey h ave c hosen, o f t he f ield t hey a re e ducated. ( Figure 2 ). Figure 2: Orientation Vocational Education rocess f tof he ESğitim tudent Education 42. In formal vocational and technical education, the 9and grade is common in oPf all types Grade Vocational EPducation Figure 29th : rientation Orientation rientation and nd Vocational ocational Education ducation Process rocess the he Student tudent Vocational EPducation General Figure 2 : O a V E o f t S Figure 2 : O a nd V ocational E ducation rocess o f t he S tudent Grade th PProcess 11th rade 12th rade General Education Figure O rientation nd ocational ducation f f Gtttthe he tudent Grade Figure O rientation aaaand V ocational EEEEducation o SSSStudent th G Figure 2: Orientation Figure Figure 22O 22a: : : : : rientation nd O O rientation rientation Vocational nd EV ducation VV V ocational ocational PE10th rocess ducation of 9tPhe P rocess Srocess rocess tudent ooo f he tudent tudent Figure 2Education : 2 and ocational ducation rocess of is tf he SThe tudent General In formal vocational technical the Pgrade all types of Figure Oand rientation and nd Veducation, ocational Education PG rocess o f common the he Srade tudent schools. 42. The students who have completed the 9th grade make field choice. 10in 10th G rade 11th rade 12th G 10th G rade 11th G rade 12th G rade Field Vocational Education ducation Branch E du. Branch Edu. General Education th EEducation Education General ducation Field E ducation Branch E du. Branch E du. General ducation Field Education Branch Edu. make Branch Edu. their schools. The students have completed the 9Education schools field choice. The 10th 9th G rade grade students of vocational high who schools and technical high continue Vocational Education General EEEgrade ducation General General ducation General E ducation General Education General General ducation General Education th th General ducation General EEEducation 9th Ghigh rade students of 9th vocational schools and technical high 12th schools education in grade the vocational areas, and the 11 and 12 grade students in the branch, 10th G rade 11th Grade Grade continue their G rade 12th 9th G rade 11th 9th G rade th th 9th G rade Education General 9th rade 9th G rade Education Edu. Branch Edu. Grade and 12 Vocational 9th Grade 9th GG G rade which they heducation in the vocational areas, and the 11 ave chosen, of the f9th ield they are 10th eField ducated. (Figure 2Branch ). grade students in the branch, 9th G rade General Grade General Education 9th Grade rade Grade General General General General Education Field General General General Vocational Education which they have cGeneral hosen, of the field they are educated. (Figure ). Branch 11th Grade 12th Grade 10th EG2ducation rade Education General Branch Education Figure 2: Orientation aEducation nd Vocational Education Vocational Process of Etducation he Student Education 20 Vocational Education ducation Education Education Vocational E Education Education Education Education Field E ducation Branch Branch Edu. Vocational E ducation Vocational E ducation Education Education Education 10th Grade 11th Grade 12th Grade Edu. Vocational EVocational ducation Vocational Vocational EEducation ducation Education 20 20 Vocational EPducation Figure 2: Orientation and V10th ocational Education rocess f the G tudent 10th Grade rade 11th Grade rade o12th 12th GSrade rade G 11th G
10th G rade 11th Grade rade 12th Grade rade 10th Grade 11th Grade 12th GErade Field Education Branch du. Branch Edu. 10th G rade 11th rade 12th rade 10th G rade 11th 12th G Field ducation Branch du. 12th Branch du. 10th Grade 10th 10th 10th G 11th G rade Grade 11th 12th 11th 11th GG GG G rade rade rade 12th 12th GG G rade rade GEEErade Grade Grade General ducation Field ducation Branch EEdu. du. Branch EEdu. du. 10th GErade rade 11th G rade 12th Gdu. rade Field ducation Branch E Branch E Field E ducation Branch E du. Branch E Field E ducation Branch E du. Branch E du. Field E ducation Branch E du. Branch E du. Figure 2: Orientation andField Vocational Education Process of theBranch Student Field Education Field Field E E ducation Branch ducation E du. Branch Branch Branch E E du. E du. du. Branch Branch E E du. du. E ducation Branch E du. E du. 20 Field Education General Branch Edu. Branch Edu. Education 9th Grade General 9th G rade 43. Yaygın eğitim sisteminde çıraklık, kalfalık ve ustalık eğitiminden sorumlu mesleki eğitim Education merkezlerinin General görev Vocational ve işleyişleri E3308 sayılı Mesleki Eğitim Kanunu ile düzenlenmiştir. ducation 43. Yaygın eğitim sisteminde çıraklık, kalfalık ve ustalık eğitiminden sorumlu mesleki eğitim 20 Education 20 Mesleki eğitim merkezlerinde aday çırak çırak öğrencilerin ve kalfalık EG ducation 20 merkezlerinin ve işleyişleri 3308 sayılı Mesleki Eğitim öğrencilerin, Kanunu ile düzenlenmiştir. 20 20 10th Grade 11th GVocational rade 12th rade 20 43.görev Yaygın eğitim sisteminde çıraklık, kalfalık ve ustalık eğitiminden sorumlu mesleki eğitim 20 20 20 20
9 20
Vocational and Technical Education Strategy Paper and Action Plan
2014 - 2018
43.The duties and functioning of the vocational education centres responsible for the education of apprenticeship, journeyman and mastership in the non-formal education system are regulated by the Law on Vocational Education and Training No. 3308. The educations of the candidate apprentice students, apprentice students, and journeyman students are given in the vocational education centres. In addition, master training and vocational courses are organized in these centres, and the people’s acquisition of professions with their own preferences is aimed according to the needs of the society.
Directorate of Lifelong Learning. The apprentices do practical application at the workplaces five working days a week, and participate in theoretical trainings in the vocational education centres one working day a week. At the end of the apprenticeship education, those who pass the exam of journeyman receive journeyman’s certificate. Mastership education courses are carried out by the Ministry in order to give those, who have acquired journeyman competence, the competencies required to provide for their vocational development and for opening their own independent workplaces. Those who have acquired the journeyman competence and have worked in their professions for at least five years can directly participate in examinations of mastership. Mastership certificate is given to those who have passed these exams.
Czech Republic
Slovakia
Belgium
Finland
Australia
Slovenia
Netherlands
Switzerland
İtaly
Luxemburg
Norway
Sweden
Australia
EU21 Average
Poland
Germany
Spain
Denmark
France
Turkey
OECD Average
İsrael
Portugal
United Kingdom
Chile
Estonia
Greece
İceland
Japan
New Zeland
Korea
Mexico
Hungary
İreland
Canada
44.According to the Law on Vocational Education and Training No. 3308, those who are over the age of 14 and under the age of 19 are accepted to apprenticeship training. However, those who are over the age of 19 but have not received apprenticeship training before can be accepted to the apprenticeship training according to the vocational education programs to be 1.2.3.3. Share of VTE in Secondary organized in coherence with their ages and Education levels of education. With the transition to the 12-year compulsory education system in 2012, 46.Regarding at the data of OECD 2011, differences the students, who want to continue with the are seen in the share of vocational and apprenticeship program, must register to the technical education in secondary education open education high school or vocational according to countries. According to the Graph open education high school programs after 3, OECD average in vocational and technical completing the secondary school. education is 44,21% and the average of the 21 EU member states is at the level of 50,4%. 45.In line with the sector demands, modular Schooling at the secondary education level is programmes are used in the vocational close to the level of OECD. education centres affiliated to the General
Graph 3: Rate of Vocational Education in the Secondary Education Level in OECD Countries in 2010 (%) Resource: Education At A Glance,2013
10
Czech
Luxe
EU21
G
OECD D
In
G20
Ne
A
Vocational and Technical Education Strategy Paper and Action Plan Resource: Education At A Glance,2013
2014 - 2018
47. In recent years, important steps have been taken to increase the rate and quality of
vocational and technical education in secondary education. The provision of the opportunity of transition to post secondary schools without examination and the removal of iimportant nequality osteps f coefficient in entry to hhigher igher education can be be given as as examples. 47. In recent years, have been education can given taken examples. to increase the rate quality According to the Graph 4, while the rate According to tand he Graph 4, wof hile the rate of vocational and technical vocational and technical education in of vocational and technical education in education in secondary education ofwas 35.8% (excluding vocational open secondary secondary education. The provision the secondary education was 35.8% (excluding school sof tudents) in the cademic year 2002-‐2003, it increased to 5secondary 1% in the aschool cademic opportunity transition to apost secondary vocational open students) schools examination and the in the academic year 2002-2003, it increased year without of 2012-‐2013. removal of inequality of coefficient in entry to to 51% in the academic year of 2012-2013. Graph 4: Distribution of General and Vocational Technical High School Students in Secondary Education (%) 90% 80% 70% 60% 50% 40% 30% 20% 10%
General High Genel Lise School
Vocational nd Technical Mesleki ve Taeknik Eğİom Education
0%
Graph 4 : Distribution of General and Vocational Technical High School Students in Secondary Education (%) Resource : Ministry of National Education, 2013
22
1.2.3.4. Vocational Education and Internship Applications in Enterprises 48.The period of internship in Anatolian technical and technical high schools is 300 hours. The student can do a maximum of 1/3 of his/her internship study at the end of the 10th grade, and the rest starting from the 11th grade. The internship applications are made at the weekend, semester or summer vacation. The internship application can be made in schools with face to face education or in the enterprises. 49.Vocational education is given in the enterprises three days a week at the 12th grade in the Anatolian vocational and vocational high
schools. However, the students, who cannot attend vocational education in the enterprises for various reasons, have to do internship study for 300 hours starting from the end of the 10th grade. The vocational education and internship applications in the enterprises may vary according to the characteristics of the type of program implemented in schools. 50.Enterprises employing ten or more staff give occupational skill training to VTE students, not less than 5% of the number of its employees. Enterprises that will provide occupational skill training to 10 or more students, establish a training unit. In this unit qualified trainers having craftsmanship adequacy with pedagogical training are appointed. 11
Vocational and Technical Education Strategy Paper and Action Plan
51.The provinces and the professions that will be within the scope of vocational education in businesses are chosen by MoNE upon request of Vocational Education Board. The provinces and professions in this scope and the list of the businesses which are liable to do vocational education are submitted to Provincial Employment and Vocational Education Board within the month of February by MoLSS Regional Directorates. 52.Business recognition commissions in provinces and districts determine eligibility of the businesses that are liable to provide vocational and technical training by taking the criteria within the Regulation on Secondary Education Institutions into consideration.
2014 - 2018
are grouped under three main headings, namely personal and social guidance, educational guidance and vocational guidance. 57.The web-based National Vocational Information System (NVIS) has been developed within the scope of the Vocational Guidance and Counselling Component of the Secondary Education Project of MoNE in support of the vocational guidance services implemented in schools. NVIS, which is developed for the individuals aged 13 years and over, facilitates the individuals’ access to the vocational guidance and counselling services. The system is composed of three main parts, namely “I am Discovering Myself,” “Our Educational Opportunities,” and “Our Job Opportunities.”
53.With the law no 6111 enacted in 2011, vocational training in businesses of the students in higher education institutions are included in Vocational Education Law no. 3308.
1.2.3.5. Vocational Guidance and Career Development
54.Vocational guidance is the process to help the individual chose a profession suitable to himself/herself and advance in this field by informing him/her about his/her own interests and abilities and professions. This process covers individual’s planning his future and making the right decision in finding a job. 55.In Turkey, vocational guidance services are given by MoNE and Turkish Employment Agency. 56.All of the guidance and psychological counselling (GPC) services within the Ministry are carried out through the school guidance services and Guidance and Research Centres within the scope of the Regulation of Guidance and Psychological Counselling Services of the Ministry of National Education. These services 12
1.2.3.6. Academic Achievement
58.While those of the students, who have completed secondary school and who have high academic achievement, mostly prefer general secondary education schools, those who have intermediate or low academic achievement prefer vocational and technical education schools and institutions. 59. When the SSPC data are analysed, it is seen that the vocational and technical high schools have the lowest success in the entrance examinations to higher education. In 2013, 6% of the 611,817 students who applied to the entrance examinations to higher education from the last grades of vocational high schools were placed in a 4-year degree program. And in general secondary education, 26% of the 1.312.733 students who applied to the entrance examinations to higher education from the last grades in the same year were placed in an undergraduate program. The rates of undergraduate and associate graduate placement among some types of vocational high schools are shown in Table 2.
program. And in general secondary education, 26% of the 1.312.733 students who applied to the entrance examinations to higher education from the last grades in the same year were placed in an undergraduate program. The rates of undergraduate and 2014 - 2018 Vocational and Technical Education Strategy Paper and Action Plan associate graduate placement among some types of vocational high schools are shown in Table 2. Table 2: The placement rate according to the SSPC Type of School and Educational Status in 2013 School Type
Technical High Schools (ATHS, AVHS, THS) Industrial Vocational High Schools
Associate (Placement Rate %)
15,3
27,7
2,32
31,9
7,11 5,8
23,4 34,7
5,37
25,8
12,8
29,9
19,1 55 14,5
10,4 2,31 5,1
Vocational High Schools for Girls
Undergraduate (Placement rate %)
Trade Vocational High Schools Vocational High Schools of Health Hotel Management and Tourism Vocational High Schools General High Schools Anatolian High Schools Religious Vocational High Schools Resource: SSPC Data, 2013
24
Table 2: The placement rate according to the SSPC Type of School and Educational Status in 2013 Resource: SSPC Data, 2013
1.2.3.7. Turkish Qualifications Framework 60. The National Qualifications Framework (NQF) is a set of principles and rules consisting of
1.2.3.7. Turkish Qualifications Framework
the relationship between employment and
levels used for defining the qualifications existing in a country, classifying according to education is one of the priority needs of Turkey. Therefore,the intensive efforts are being the and comparing qualifications. NQF integrates qualification systems 60. Thecriteria Nationalset Qualifications Framework (NQF) is made to prepare a national qualifications a set of principles and rules ofcoordination levels existing in a country and consisting provides among the qualification framework that will support thesystems. education NQF and used for defining the qualifications existing training needs of all individuals in the society facilitates the classifying qualifications to be more transparent and identifiable within the in a country, according to the and that will ensure the development of the criteria set and comparing qualifications. NQF framework of qual qualifications required by the labour market. integrates the qualification systems existing in a country and provides coordination among among the qualifications.
the qualification systems. NQF facilitates the 62. Turkish Qualifications Framework (TQF) is qualifications be more transparent and designed in conformity withquality the European 61. Creation of a tonational qualifications framework that will improve the of the identifiable within the framework of quality Qualifications Framework (EQF) which education and the training system and and that will identifies, strengthen the levels, relationship between standards, and learners’ horizontal on eight all the qualifications vertical mobility among the qualifications. standards achieved in primary, secondary employment and education is one of the priority needs of Turkey. Therefore, intensive and higher education programs and in other efforts are being made to prepare a national qualifications framework that will support learning environments. Qualification types in 61. Creation of a national qualifications framework TWF and levels are given in Table 3. the education and training needs of all individuals in the society and that will ensure the that will improve the quality of the education and training system and that will strengthen development of the qualifications required by the labour market.
62. Turkish Qualifications Framework (TQF) is designed in conformity with the European 13
Qualifications Framework (EQF) which identifies, on eight levels, all the qualifications standards achieved in primary, secondary and higher education programs and in other
6 5 4
3
2 1
2014 - 2018
(Ph. D., Ph. D. in Art, and Medical Specialty)
8th level Professional Competence Certificate
Master’s Degree (With Thesis) Graduate Degree (Without Thesis) Graduate Certificate
7th level Professional Competence Certificate
Graduate Degree Associate Degree(Academic) Associate Degree (Vocational) High School Diploma
Vocational and Technical Education High School Diploma
Mastership Certificate Journeyman’s Certificate
Vocational Qualifications Authority
7
Ministry of National Education
8
Higher Education Institutions
Vocational and Technical Education Strategy Paper and Action Plan
Secondary Education Certificate
6th level Professional Competence Certificate 5th level Professional Competence Certificate 4th level Professional Competence Certificate 3rd level Professional Competence Certificate 2nd level Professional Competence Certificate
Primary Education Certificate Preschool certificate of Participation
Table 3: Secondary education degree is required for Journeyman’s certificate. Resource: Draft TQF Document, VQA 2013
1.2.3.8. Education Programs
63.Implementation of vocational and technical education modular training programs based on qualification was started in the academic year of 2005-2006 in order to develop a vocational and technical education system that observes a balance between supply and demand in the labour market and that gives opportunity to the principles of lifelong learning, to ensure the participation of the stakeholders at the national and local levels
14
in the decision-making, implementation and monitoring processes of vocational and technical education system, and to educate individuals who have acquired knowledge, skills, and competencies related to a profession with validity in the business world. 64.The education programs belonging to the fields and branches educated in the vocational and technical education schools and institutions are jointly prepared and updated by the sectors, universities, and
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experts in the field, by taking into account also the occupational standards and national qualifications. Vocational and technical education programmes are developed broad-based according to the international classifications such as ISCED, FOET in order to ensure the national and international comparability to ensure specializing in branch.
Vocational and Technical Education Strategy Paper and Action Plan
ways in order to facilitate the national and international mobility of individuals. MKTS is envisaged to be an agent in coherence with EQF and TQF, which increases transparency, and which supports mutual trust in the field of qualifications. MKTS implementations have started to be made in 30 pilot schools determined within the scope of the Project of Development of Lifelong Learning in Turkey.
65.At the end of the learning process, Skill maps are prepared for each training program implemented in vocational and technical education in which the skills acquired by the 1.2.3.10. Evaluation, Certification, and individual are classified. The skills identified in Accreditation the training program are grouped according to the features of the necessary knowledge, 69.While diplomas and workplace opening complexity level of knowledge, the method certificates are given to the students who and material used, and the expected product have completed vocational and technical or service. education in formal education institutions, a certificate approved by the Ministry of 66.As modular training programs based on National Education is given to those who have qualification are implemented in the completed vocational education within the vocational and technical education schools scope of nonformal education. Those who and institutions, individual training materials follow the mastership training in vocational that the students can use in self-learning education centres can open workplaces activities are developed. with their mastership certificates. Moreover the training of the individuals who follow vocational courses is evaluated for mastership 67.Education and training is made in 62 fields and certificates in line with the Regulation on 226 branches in the vocational and technical secondary education institutions. secondary education schools and institutions. In vocational training centres, apprenticeship programs are implemented in 31 fields and 70.According to the Law No. 5174 and 5362, the 152 branches. chambers can open courses in the professional branches that have not been included in the Vocational Education Law No. 3308, and issue certificates related to the implementation. In addition, within the scope of the Article 7 of 1.2.3.9. Credit Transfer and Accumulation the Metropolitan Municipality Law No. 5216, System for Vocational Education the metropolitan municipalities have the and Training duties and authorities of opening, operating or having operated courses for acquiring 68.MKTS has started to be created in order that the profession and skills, and to make cooperation knowledge, skills, and competencies acquired with universities, colleges, vocational high as a result of informal, non-formal, and formal schools, government agencies, and nonlearning are nationally and internationally governmental organizations in conducting recognizable and transferable. MKTS will act as these services. According to the Prime a comparable agent of change that will ensure Ministry notice no 2007/17 for these courses the evaluation of all kinds of learning acquired cooperation with MoNE is a must. through informal, non-formal, and formal 15
Vocational and Technical Education Strategy Paper and Action Plan
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71.The certification of national qualifications has a) Pre-Service been legally given to VQA with Vocational Qualifications Authority Act No. 5544. The 75.By the Higher Education Law No. 2547 enacted certificates issued by VQA are entitles to in 1981, the colleges, institutes, academies the candidates after the assessments of the and faculties, which were training teachers authorized institutions. and operating affiliated to the Ministry of National Education and universities previously, 72.In this context, VQA has initiated the “Project have been collected within the universities of Strengthening the Vocational Qualifications under the umbrella of the Council of Higher Authority (VQA) and National Qualifications Education (CoHE) on July 20th, 1982. Starting System in Turkey” which aims to develop from the academic year of 1989-1990, the occupational standards, to support the education period of all of the institutions vocational qualifications certification centres training teachers has been raised to the level (VOC-TEST Centres), and to establish and of at least 4-year undergraduate degree. operate an efficient and sustainable National Qualifications System based on an appropriate 76.The vocational and technical education measurement-assessment and certification faculties have entered into the process of system in line with EQF and accepted restructuring in 2009, and the technical occupational standards. education faculties, vocational education faculties, vocational and technical education faculties, trade and tourism education faculties, and Industrial Arts Education Faculty within some higher education institutions have 1.2.3.11. Recognition and Crediting of been closed by law. The medium-and-long Prior Learnings term need for teachers of the vocational and technical secondary education is expected to 73.Prior learning refers to all of the acquisitions be met by the graduates of the closed faculties obtained through informal, non-formal, and as well as the newly established technology formal learning within the scope of lifelong faculties, art and design faculties, tourism learning. Pilot studies for the recognition of faculties and other faculties in the field. prior learning in line with the Turkey Lifelong Learning Strategy Document (2009-2013) have b) In-Service been initiated within the scope of the “Project of Development of Lifelong Learning-1”, and For adaptation to the rapid development in cooperation with the VQA it is planned to and change in knowledge, technology disseminate all of the outputs obtained as a and occupations, in-service education of result of these studies in Turkey overall. the teachers and managers is planned and implemented at the central and local level. In-service education of the teachers of vocational and technical education is carried out also within the scope of the protocols of 1.2.3.12. Education of Teachers and cooperation with national and international Managers projects. 74.The issues of teacher education and teacher training are addressed in two sections in general, namely pre-service training and inservice training.
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1.2.3.13. Management System
Vocational and Technical Education Strategy Paper and Action Plan
programs are implemented, and to give opinions to the Ministry. MEK consists of the representatives of the relevant ministries, Professional organizations, and trade unions headed by the Undersecretary of MoNE. The decisions of this Board, which gathers once a year, enter into force once being published in the Official Gazette and are carried out by the Ministry and relevant professional organizations.
77.Vocational and technical education is carried out affiliated to MoNE within the scope of non-formal and formal education; and to CoHE within the scope of post-secondary. The Basic Law of National Education No. 1739, the Vocational Education and Training Act No. 3308, the Higher Education Act No. 2547, the Vocational Qualifications Authority Act No. 5544 and the relevant regulatory actions make up the legal framework of vocational b) Provincial Employment and Vocational and technical education. With the Decree Law Training Boards (PEVTB) on the Organization and Duties of Ministry of National Education No. 652 enacted in 80. In 2008, the Provincial Employment and 2011, the formal education part of vocational Vocational Training Boards (PEVTB) have and technical education is carried out by the been created by combining the Provincial General Directorate of Vocational and Technical Employment Board and the Provincial Education, and the non-formal part by the Vocational Employment Board. PEVTB fulfils General Directorate of Lifelong Learning. the tasks such as creation of employment and vocational education policies, and the 78.The existing vocational and technical determination of measures protecting and education system is highly centralized. In developing employment and active labour view of the number of students, the number force programs to be implemented, at the of schools, the number of branches, and the local level. The demands related to opening economic developments and technological and closing fields and branches in schools are changes, planning and management cannot met by MoNE on the views of PEVTBs. be expected to be effective and efficient. It is a very well-known fact that there is a very c) School and Institution Management different distribution of stakeholders in the employment market because of the complexity 81. The vocational and technical education and diversity of vocational education in itself. schools and institutions are managed by the This situation requires the stakeholders to be chief deputy principal, assistant principals, efficient in the processes of both education the field chiefs, the heads of the workshops, and employment. laboratory chiefs, boards and commissions under the leadership of the principal of the a) Board of Vocational Education (MEK) school and institution within the scope of an organizational structure in accordance with 79.According to the Law on Vocational Education the Regulation on Vocational and Technical and Training No. 3308, Board of Vocational Education. Education (MEK) has been created in order to take decisions on the planning, development 82.Management of post-secondary schools and evaluation of vocational and technical consists of post-secondary school principal, education to be made in all types and degrees post secondary school board and post of formal, non-formal, and apprenticeship secondary school management board. Post education, vocational and technical education secondary school board includes deputy schools and institutions, and enterprises in principals and department heads under the which the vocational and technical education presidency of the school principal. Main duties 17
Vocational and Technical Education Strategy Paper and Action Plan
of this board are to determine the teaching services, scientific research and publishing activities, basis of these activities, do planning and to determine the program and teaching calendar. Under the presidency of the post secondary school principal, post secondary school management board consists of deputy principals and 3 faculty members chosen for 3 years by the post secondary school board among 6 candidates chosen by the school principal. The purpose of this board is assisting to the school principal in administrative issues. Department head is responsible for the education and research of the department on every level and for the systematic and effective implementation of all departmental activities
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funded by the state. In addition, there are also other funding’s provided for vocational and technical education outside the central government budget. These are as follows: •Income provided by the law No. 3308, •Shares transferred from projects to education,
international
•Income obtained from public and the NGOs, •Income provided from the revolving fund enterprises in schools. 84.According to Graph 5; the lowest ratio of the budget allocated to MoNE to GDP is 2, 18% in 2006 and the highest is 3, 02% in 2013. The OECD average is 5.38% in 2009.
d) Financial Management 83. Vocational and technical education is largely
Graph 5: Ratio of the Budget of the Ministry of National Education to GDP (%) Resource: National Education Statistics
85. The shares allocated to the General Directorate of Vocational and Technical Education by the Ministry of National Education are shown in
18
Graph 6 for the years. The lowest ratio is 10, 4% in 2003; the highest is 14, 2% in 2012.
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Vocational and Technical Education Strategy Paper and Action Plan
Graph 6: The Share Allocated to the General Directorate of Vocational and Technical Education in the Budget of the Ministry of National Education (%) Resource: Ministry of National Education Statistics
86. The provision “Education and training support can be made for each student attending the vocational and technical schools opened in the Organized Industrial Zones (OIZs) from the subsidy put to the budget of the Ministry for this purpose in an amount determined jointly by the Ministry of Finance and the Ministry for every academic year, starting from the academic year 2012-2013, and not to exceed the one and a half times of the cost of a student attending official schools to the State according to the type of school,” is included in the Article 12 of the Private Education Institutions Act No. 5580. In this way the legal background to provide the schools opened or will be opened in Organized Industrial Zones with financial support has been set and put into force for 10 professions in 2012-2013 school years.
This situation reveals the necessity to make more physical investment in vocational and technical education. 88.61 Workplace standards for vocational and technical secondary education have been determined. Settlement, equipment and unit cost have been determined within the standards. 89. The infrastructure of many schools have been renovated, the teachers have been trained, and the efficiency of vocational education in enterprises has been enhanced within the scope of cooperation protocols made with the national and international projects (EU, Development Agencies, SODES, UMEM etc.) and the sector.
87.Depending on the studies made in the field of education in recent years, there has been a significant increase in the number of buildings 1.2.3.15. Quality Assurance System and classrooms. The number of students per classroom for the academic year 2012-2013 is 28 in general secondary education, and 34 in 90.Quality assurance is defined in general terms as vocational and technical secondary education. monitoring and evaluating different aspects of As can be seen, the average number of a project, service or institution systematically students per classroom in vocational and in order to determine that quality standards technical secondary education is more than are met. Quality assurance in vocational that of the general secondary education. education is increasing employability by
19
Vocational and Technical Education Strategy Paper and Action Plan
promoting mutual trust, transparency of qualifications and competences, supporting the supply demand balance in education and encouraging access to lifelong learning. 91.In various projects within the scope of lifelong learning carried out and developed by MoNE, CoHE, and VQA, the issues of “provision of the participation of social partners in the decisionmaking mechanisms, preparation of learning outcomes at different levels with the help of sector, determination of the module-credit values of the formal and non-formal training programs, crediting of activities such as internship and job training, counselling and guidance, information systems, recognition, assessment and validation of prior learning, certification, quality assurance” are given priority. 92.Improving the Quality of Vocational and Technical Education in Turkey Project-1 (IQVET-1) and Improving the Quality of Vocational and Technical Education in Turkey Project-2 (IQVET-2) developed for the establishment of a quality assurance system in vocational and technical education, for multifaceted activities under top headings Quality, Education and Communication and to attain up-to-date, eligible, sustainable and measurable vocational and technical education responding students’ and businesses’ needs are implemented. For the internal monitoring of quality MoNE is working on the establishment of a VTE Quality Development Centre within the scope of the first component of IQVET-1. Related work on external monitoring of quality will be developed in IQVET-2. 1.2.3.16. Relationship between Vocational and Technical Education and Employment 93.New scientific and technical areas emerging with the rapid changes in technology increase the need for skilled labour force with each 20
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passing day, and make a high quality vocational and technical education including modern technologies imperative. Depending on the scientific and technological developments in the world, the labour market changes constantly, and these changes also differentiate the professional qualifications required by the individual to be employed in a job. Changing the professional qualifications required for job also necessitates comprehensive changes in vocational and technical education. 94.“Basic and Vocational Skills Development Program” which is one of the priority programs within the 10th Development Plan for 20142018 is prepared within this framework. In the Development Program, the importance of having basic skills necessary for the business life as well as the vocational skills and the importance of strengthening the relation between the education system and business life for developing human resources is emphasized. Moreover with this program it is aimed that the individuals have basic skills as information and communication technologies, foreign language, financial literacy, problem solving, critical thinking, communication, leadership, career planning and job search as well as artistic and sportive skills. 95.In spite of the difficulty experienced in providing the qualified staff in the areas needed by the economy, the unemployment rate of the graduates of vocational and technical education is high. While this rate was 14% in 2002, it was 12% in 2007 and 10.1% in 2012. 96.With the purposes within Strengthening the Relationship between Vocational Education and Employment Action Plan; giving vocational and technical education regarding the needs of the labour market, strengthening the relation between education and employment, improving active use of active labour market policies, increasing the capacity of vocational and technical education schools and institutions in some OIZs for increasing the employability of the labour
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force by solving the problem resulting from not having a profession or/and increasing rapid generalization of establishing new vocational schools, Strengthening Vocational and Technical Education in OIZs Protocol has been signed in October 6th, 2012 between the MoSIT and MoNE. Targets of this protocol are establishment of new vocational high schools in OIZs, meeting the need of qualified staff with the incentives per student and increasing employment rate. 97.Within this protocol electric-electronic, industrial automation, food, chemistry, machine, metal, furniture, interior design, motor vehicles, plastic, textile, installation technology and climatization, renewable energy technologies fields and unit cost for 9th grade students allocated from the official budget is determined and the notice prepared jointly with the Ministry of Finance is updated and entered into force by being promulgated in official gazette, 28758 (07 September 2013). 98. In order to increase the quality and employment of young, Specialised Employment Project (UMEM) Implementation Protocol prepared in cooperation with MoNE, MoLSS, ISKUR, TOBB and TOBB ETU came into force upon signature on June 23rd, 2010.
1.2.3.17. Entrepreneurship 99.Entrepreneurship has an important role in increasing personal and social benefits of education. The entrepreneur plays a pioneer and catalyst role in transforming his/her own and environment’s acquisitions into benefits. 100.The students are equipped with knowledge and skills for the business life with the theoretical and practical vocational education in the vocational and technical education schools and institutions. The students are trained in an entrepreneurial spirit with these knowledge and skills that they can both work
Vocational and Technical Education Strategy Paper and Action Plan
alongside someone else and build their own businesses. In this context, Entrepreneurship Manual Directory has been prepared by MoNE in order to give business building ideas, to put them forward, to tell the individuals what the legal procedures required to start a business are, to encourage the graduates, and to ensure their motivation. 101.Policies are developed to disseminate the culture of entrepreneurship and to train new entrepreneurs in Turkey. In this context, entrepreneurship is supported by the programs of various institutions and organizations, mainly MoNE, MoSIT, TUBITAK, SMEDO, TOBB (Union of Chambers and Commodity Exchanges of Turkey) and ISKUR (Turkish Employment Agency). Applied entrepreneurship education and new entrepreneurship support are given by IGEM (Business Development Centre), ABIGEM (European Union Business Development Centre) and other institutions to give the prospective entrepreneurs the knowledge and experiences with which they can prepare the business plans regarding their own business ideas. 102.“Entrepreneurship Development Protocol” was signed among the Ministry of National Education, the Ministry of Science, Industry and Technology, and the Scientific and Technological Research Council of Turkey. Within this scope, 15000 managers and teachers are given an education on teaching, leadership and entrepreneurship between 2013-2015. 103.“Techno-Enterprise Capital Support,” which is one of the support mechanisms of Law No. 5746, is designed to encourage the individuals, who are students that can graduate in one year from any undergraduate program of the universities that give formal education, master’s or doctoral students, or who have received one of the degrees of undergraduate, graduate or doctoral at most five years before the date of pre-application, 21
Vocational and Technical Education Strategy Paper and Action Plan
to turn their technology and innovationoriented business ideas into enterprises with high potential of creating added value and quality employment, within a framework of business plan deemed appropriate for support by the public authorities within the scope of supporting central administration. 1.2.3.18. Transition of the Graduates to the Labour Market
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104.Turkey’s having a young population and the increase in working-age population continuously over the years necessitates diversification of employment opportunities in line with the increasing labour force. Policies to increase employment and improve education are priorities. Vocational education programmes that will develop education and increase employment are of priorities. Work on the determination of improvement areas needed in vocational and on technical education and educational planning in line with these areas continue.
Graph 7: Employment Rate of the Vocational High School and General High School Graduates in the Agricultural, Industrial, and Service Sectors (%)
105. When Graph 7 showing the total employment in agriculture, industry, construction and service sectors is examined it is seen that
the employment rate of general high school graduates is higher.
14.67
Agricultural Sector
22
14.82
Industrial Sector
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Vocational and Technical Education Strategy Paper and Action Plan
Service Sector
Construction Sector
Graph 8 : Employment rate of the Vocational High School and General High School Graduates in the Sectors (%) (2009-2012) TURKSTAT, Household 1.2.3.19. Skills rResource: equired by the Labour market Labourforce Survey
106. According to the results report of the research had made by MoSIT in 2012, the
distribution of the skills the companies will need most in 2013 according to the company 1.2.3.19. Skills Required by the Labour scales of companies grow, the need for skills size is shown in Table 5. Vocational and technical skills are needed with a rate of 53, Market such as communication skills, teamwork, 4.8% in micro-‐scaled companies, 56.2% in small-‐scaled companies, 61, 8% in middle management/leadership skills, problem scaled companies and 56, 7% in large-‐scaled companies. As the scales of companies solving, foreign languages, and innovation, 106.According to the results the research grow, the report need offor skills such as communication skills, teamwork, which are defined as basic skills, also grows. had made by MoSIT in 2012, the distribution management/leadership skills, problem solving, foreign languages, and innovation, However, while business ethics and business of the skills thewhich companies willas need in grows. However, are defined basic most skills, also while business ethics and discipline are the skills needed more in micro 2013 accordingbusiness to the discipline company size is shown are the skills needed more in micro and small-‐scaled companies and small-scaled companies (26.1% ; 30.2%), in Table 5. Vocational technical skills are (26.1% ; and 30.2%), they are among the skills less needed in middle and large-‐scaled they are among the skills less needed in needed with a rate of 53,(18.1% 4.8%; 1in6.1%). micro-scaled companies middle and large-scaled companies (18.1% ; companies, 56.2% in small-scaled companies, 16.1%). 61, 8% in middle scaled companies and 56, 7% in large-scaled companies. As Table 4: Distribution of the Skills to bthe e most needed by Employees in 2013 according to the Company Scale (In-‐Scale Rate %) COMPANY SCALE
MICRO
SMALL
MEDIUM
LARGE
Vocational and Technical Skills
53,4
56,2
61,8
56,7
Communication Skills
11,4
12,6
13,4
18,7
Teamwork
19,9
25,7
24,2
28,7
Management/Leadership Skills
4,0
6,4
5,3
12,3
Problem Solving
8,2
15,5
13,2
15,8
Foreign Languages
6,0
11,9
13,8
19,6
Business Ethics and Business Discipline
26,1
30,2
18,1
16,1
Innovation
9,9
15,4
15,7
18,1
Other
2,6
1,7
3,6
2,9
Skills Needed No Skills Needed
4,8
2,9
2,5
1,8
Resource: MoSIT, Determination of Turkey’s Human Resources, 2013
Table 4 : Distribution107. of When Table 4 is examined, it is seen that as the company scale grows, the rate of the the Skills to be most needed by Employees in 2013 according to the Company Scale (In-Scale Rate %) Resource: MoSIT, Determination of Turkey’s Human Resources, 2013 companies who find the foreign language skills of the applicants or employees inadequate increases. As the company scale decreases, the lack of business ethics and business discipline of the applicants or employees is denoted as an important problem. The differentiation of the inadequacies seen in the skills of applicants or employees according to company scales is a result of the differentiation of the skills needed by the companies. While small or micro-‐scaled companies need foreign language skills less as
23
Vocational and Technical Education Strategy Paper and Action Plan
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107.When Table 4 is examined, it is seen that as in the skills of applicants or employees the company scale grows, the rate of the according to company scales is a result of companies who find the foreign language skills the differentiation of the skills needed by of the applicants or employees inadequate the companies. While small or micro-scaled increases. As the company scale decreases, companies need foreign language skills less the lack of business ethics and business as they carry out studies at rather local and out studies or at rather local and national level, large-‐scaled which companies which discipline of they the carry applicants employees national level,companies large-scaled at the international need foreign lmake anguage studies skills more. is denoted asmake an studies important problem.level The at the international level need differentiation Table of 5: the inadequacies foreign language skills The Skills and Characteristics seen that the Companies Find Inadequate in Labour Force more. (In-‐ Scale Rate %)
I do not See any Inadequacy Vocational and Technical Skills related to his/her Field
MICRO
COMPANY SCALE SMALL MIDDLE
LARGE
27,0
24,4
24,8
27,8
35,3
39,5
36,2
35,0
1,4
3,3
3,5
1,7
5,0
13,1
16,4
21,2
17,4
25,2
25,7
22,6
6,9
8,8
7,5
8,0
21,5
21,1
12,1
8,9
Motivation
11,3
15,6
12,1
11,7
Compliance with Workplace and Job
14,9
12,6
13,4
12,0
Other
2,8
1,2
1,1
2,3
Basic Literacy Foreign Language Skills Supervision and Experience Communication Skills Business BussinessEthics Ethicsand and BussinessDDiscipline Business iscipline
Resource: MoSIT, Determination of Turkey’s Human Resources, 2013
Table 5: The Skills and Characteristics that the Companies Find Inadequate in Labour Force (In-Scale Rate %) Resource: MoSIT, Determination of Turkey’s Human Resources, 2013
108.
Labour market needs analyses are made by the Turkish Public Employment Service
and the Social Stakeholders across the country in order to determine the occupations that 108.Labour market needs analyses are made by the scope of OSANOR, METGE, MEGEP (SVET), are needed in the labour market , to identify the skills required for these occupations , to the Turkish Public Employment Service and MTEM, IKMEP, IQVET-1 projects are used in estimate the occupations in which increase or decrease in epreparation mployment is expected in the the Social Stakeholders across the country the and updating of education coming periods, monitor the developments and changes occurring in the labour in order to determine the to occupations that curriculum. to reveal market, the impact these developments and changes on the need for labour are needed inmarket, the labour toof identify force, and to determine the measures the skills required for these occupations, to to be taken. Moreover labour market needs for multi in faced planning of vocational and technical education within the scope estimate the analyses occupations which increase of OSANOR, METGE, MEGEP (SVET), MTEM, IKMEP, IQVET-‐1 projects are used in the or decrease in employment is expected 1.2.3.20. Education of Groups Requiring preparation and updating of education curriculum. in the coming periods, to monitor the Special Policy developments1.2.3.20. and changes in theSpecial Policy Education occurring of Groups Requiring labour market, to reveal the impact of these 109. and Those who have difficulties in entering the labour force and employment as women, 109.Those who have difficulties in entering the developments changes on the need for young the disabled, long term unemployed, prisoners, former labour force andcondemned, employment as women, labour force, and topeople, determine the measures young people, the disabled, long term to be taken. Moreover labour market unemployed, prisoners, former condemned, needs analyses for multi faced planning of 38 people who have immigrated for security vocational and technical education within
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reasons, children of migrants need protection and support and thus require special policy. 110.Vocational Skills Development Project (MESGEB) is continued by the General Directorate of Vocational and Technical Education within the 2011-2013 investment program for the groups requiring special policy within the scope of social inclusion. The objective of the project is to provide profession for the young unemployed people who have no profession for employment, the disadvantaged groups in general, and those who want to change their professions by taking into consideration their interests and abilities, to give vocational qualifications by moving these skills to high levels, and to enhance the quality standards of the managers and teachers in the vocational and technical education institutions. 111.With girls and women in priority, it is aimed to prepare all of the citizens for the economic and social life by enhancing their education levels and qualifications in line with the occupations of the future, to create the educational environments regarding their acquisition of occupations, and thus to ensure that they have a say in the economy and administration of the country. In this context, “Increasing Schooling Rates Especially for Girls Project 1” and “Increasing Schooling Rates Especially for Girls Project 2” are carried out. 112.Other institutions and organizations such as the Ministry of Justice, the Ministry of Family and Social Policies, and the Ministry of Youth and Sports organize courses for groups requiring special policy.
1.2.3.21. Active Labour Force Activities 113.Active labour force policies, described as harmonization of labour force supply and demand is a general description of policies
Vocational and Technical Education Strategy Paper and Action Plan
which aim at mapping job seekers to employers directly, providing labour force training (supply) that increase the quality of labour force, molding professions within the scope of employment and business establishment (demand) and working for the public interest. The services of Turkish Employment Agency within the scope of active labour force programs are vocational courses, on the job training programs, entrepreneurship training programs and utility programs. 114.While 211,627 people participated in about 11,821 programs opened in 81 provinces in 2010 within the scope of active labour market activities, 250,016 people participated in 16,594 programs opened in 2011, 464,645 people participated in 27,351 programs opened in 2012, 417,257 people participated in 36,107 courses/programs in 2013 (including TYP). As can be seen from the data, in 2011 there has been an increase in the total number of courses with a rate of 40%, and in the number of participants with a rate of 18% compared to 2010; in 2012 there has been an increase in total number of courses with a rate of 64%, and in the number of participants with a rate of 85% compared to 2011. In 2013 total number of courses increased 32%, number of participants decreased 11% compared to 2012. 115.The inception budget of the UMEM Project started in 2010 is 119,270,554TL. Within the scope of the project, in 19 provinces with developed industries Labour Market Analysis Research Work has been done and teachers were trained in cooperation with sector and university. A supplementary protocol has been signed in 2012 and agriculture and services sectors were taken into the scope of the project. Regarding the Labour Force Market Analysis Research results with the participation of new institutions into the project, 140 schools in industry sector and 63 in services sector were determined and the project school number was increased to 213 in 2013. As of late December 2012 4682 courses 25
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Vocational and Technical Education Strategy Paper and Action Plan
were opened and 60,426 trainees attended the trainings. 18,752 of these trainees demanded on the job training and 31,125 of them were employed. In 2013 55,705 people attended 5,061 UMEM courses/programs.
1.2.3.22. Occupational Health and Safety 116.According to the Occupational Health and Safety Act No. 6331, the employer is obliged to provide his/her employers’ work-related health and safety. The employer has to provide occupational safety specialists, workplace physicians, and other health professionals for the provision of occupational health and safety services to include also studies related to the prevention of occupational risks and protection of employees from these risks. 117.It is reported that 5500 people die, 75,000 people become constantly incapacitated, and a loss of 149 million working days and 20 billion Euro occurs per year as a result of accidents at work and occupational diseases in the member countries of the European Union. 50-60% of the loss of working days is due to work-related stress-induced diseases in the EU countries. 118.According to the statistics of the Social Security Institution (SSI), there has been 69,227 accidents at work, 697 occupational diseases have been identified and 1,710 (1700 deaths as a result of accidents at work; 10 as a result of occupational diseases) of these accidents have resulted in death in Turkey in 2011. 123 Of 2,216 people who have become constantly incapacitated have become so because of occupational diseases. In 2012, total number of accidents at work increased to 74,871; occupational diseases decreased to 395. 745 of accidents and diseases in subject resulted in death (744 deaths as a result of accidents at work, 1 as a result of occupational diseases) and 173 of
26
2,209 people who have become constantly incapacitated have become so because of occupational diseases.
1.2.3.23. National and International Mobility of the Vocational and Technical Education 119.In parallel to the rapid mobility of services and capital in the world, the mobility of also the human capital which is the ultimate aim of education systems has become inevitable. Therefore, it is necessary to form an educational system which is in accordance with the requirements of the mobility and speed, which are the basic characteristics of the era we live in, which can meet the national and global demands, which is on the basis of employment strategy, and which is skill-oriented, flexible and permeable. 120.Europass is a folder of documents which is open to the voluntary use of the European citizens who want to enter an education program at the level of the European Union or who are looking for job, and which provides the recognition of the competencies and qualifications they have. National Europass Centres in every EU and EEC member state coordinates all the activities related to Europass documents. VQA works as National Europass Centre in Turkey. 121.Planning education, making the skills and competencies adequately transparent, establishment of an objective measurement and evaluation system, provision of foreign language proficiency, and arrangement of graduation certificates in accordance with the Europass attachments in view of the national and international occupational standards will make an important contribution to the national and international mobility of the students and graduates.
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Vocational and Technical Education Strategy Paper and Action Plan
SECTION II 2.1. ANALYSIS OF THE VOCATIONAL AND TECHNICAL EDUCATION SYSTEM (SWOT)
2.1.1. Strengths ACCESS
CAPACITY
EMPLOYMENT
1. Registration of all the students who apply to the vocational high schools by getting the right to attend secondary education without any discrimination
1. Knowing the needs
1. Provision of training for employment and economic development
2. Widely organization of vocational and technical education institutions at the country level
2. Young people being open to innovation
2. The presence of national and international projects and cooperation protocols
3. The existence of vocational education courses all over the country
3. The presence of a developed and settled corporate culture
3. The presence of an incentive system for employment
4. The adequate number of programs types in vocational and technical education
4. The existence of the potential to prepare and implement project and cooperation protocol
4. The fact that the employers attribute value to vocational and technical education
5.Having strong ITC infrastructure and communication facilities in vocational and technical education
5. The existence of horizontal and vertical communication, solidarity and cooperation between the central and provincial organizations
5. The presence of the competitions organized by professional organizations in order to encourage
6. The existence of modular education system 7. The existence of legal and administrative regulations 8. The presence of vocational qualifications system 9. The presence of a strong infrastructure of schools and institutions and an experienced teaching staff 10. The presence of equipment and physical capacity for vocational and technical education 11. The fact that the number of students per classroom and teacher is within standards 12. The existence of strong public support regarding planning, management, financing, and implementation 13. The presence of vocational educational culture in internship and enterprises
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2.1.2.Weaknesses ACCESS
CAPACITY
EMPLOYMENT
1. The lack of an adequately flexible structure that will permit transitions between school types and programs
1. The fact that the relevant sectors are not included in the management and decisionmaking mechanisms of the process
1. The fact that the number of labour force with quality appropriate do not meet the sector needs
2. Inadequacy of the awareness studies regarding vocational and technical education
2. Lack of school-industry cooperation in the implementation of the vocational and technical education programs
2. The fact that key skills in vocational and technical training and basic vocational competencies cannot be adequately given
3. Lack of communication in the parties and the fact that the stakeholders do not provide active participation
3. The fact that the student’s interests and abilities are disregarded in vocational orientation
3. The fact that the graduates cannot be monitored at an adequate level
4. The lack of adequate access of the individuals that need special training to vocational and technical education
4. Lack of quality assurance system in vocational and technical education
4. The fact that the graduates are not adequately informed regarding employment opportunities
5. Inadequacy of field preference criteria and process
5. Inadequacy of the in-service education activities
5. The fact that creativity, innovation, and entrepreneurship cannot be adequately given to the students and trainees of vocational and technical education
6. The fact that the vocational education and internship do not have the adequate quality in enterprises
6. The fact that the social skills of the students of vocational and technical education cannot be adequately developed
7. The fact that the students and new technologies cannot meet adequately
7. The fact that individuals in need of special training cannot be prepared for employment adequately
8. Opening schools, fields, and branches without taking into account the labour force needs analyses 9. Inadequacy of financing 10. Lack of accreditation system for vocational and technical secondary education institutions 11. The fact that the sector experiences of the trainers are not adequately up-to-date 12. The fact that the number of students per classroom and teacher do not meet the standards 13. Lack of coordination among the stakeholders of vocational and technical education 14. The fact that measurement and evaluation are made according to grade passing system and the credit system is not used 15. Insufficiency of foreign language education in VTE schools and institutions 16. Lack of understanding of modular and student oriented training by the schools. 17. The fact that education modules are prepared centrally 18. The unconformity of the curricula of vocational and technical secondary education and the higher education curricula
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2.1.3. Opportunities ACCESS
Vocational and Technical Education Strategy Paper and Action Plan
CAPACITY
EMPLOYMENT
1. Emphasis on the awareness of vocational and technical education in the higher policy documents
1. The existence of institutions and organizations such as VQA, ISKUR etc.
1. Stability in economic growth
2. Adoption of approaches of mainly vocational and technical education in the world
2. The existence of international financing resources in the funding of vocational and technical education
2. The fact that the sector needs qualified manpower
3. The fact that local authorities support vocational and technical education
3. The positive impact of EU harmonization process on vocational and technical education
3. The tendency of growth in the industrial sector
4. The fact that the social partners regard vocational and technical education positively and supply opportunities
4. The existence of trained manpower in the area of vocational and technical education
4. The existence of incentives for SMEs and their positive reflection on vocational and technical education
5. The existence of young population that can be active in vocational and technical education
5. The tendency of economic growth in Turkey
5. The mobility possibility of the entrepreneurs and labour force due to Turkey’s geopolitical position
6. The fact that ICT technologies facilitate access to information in the area of vocational and technical education
6. The fact that the buildings and workshops of vocational and technical education are jointly used with the private sector
6. Emergence of new occupational areas
7. The existence of charitable contributions
7. Active labour force programs for employment
2.1.4. Threats ACCESS
CAPACITY
EMPLOYMENT
1. The fact that adequate economic and social value is not attributed to vocational and technical education
1. The fact that the strategies and policies for vocational and technical education are weak
1. The fact that unqualified and unskilled labour force is employed in the workplaces in order to reduce the cost of production
2. The presence of a lot of young people
2. The scarcity of the higher education programs as a continuation of vocational and technical secondary education
2. The fact that unregistered employment is high
3. The fact that vocational guidance and career development processes are inadequate
3. The fact that the cost of equipment appropriate to the changing and developing technology is high
3. The imbalance of supply and demand in the labour market
4. The fact that students with poor academic achievement attend vocational and technical education
4. The inadequacy of the cooperation with higher education institutions in the planning of teacher training and employment
4. The fact that labour market is not transparent enough
5. The fact that families and students do not have adequate information on professional and business life
5. The fact that the vocational field qualifications of managers and teachers are not determined, and the fact that the selection of teachers is made with theoretical knowledge in the fields of general culture, talent, and educational sciences, and in a limited way
5. The fact that the graduates are not adequately employed in the fields they have been trained
6. The presence of negative perception towards students enrolled in VTE schools and institutions
6. Central planning and management
6. The fact that the graduates do not want to work in their fields
7. The fact that the sustainability of financing is weak in the medium and long term
7. The presence of inter-regional development disparities
8. The fact that the buildings transferred to vocational and technical education with the closing of general high schools are not appropriate
8. The fact that vocational qualification certificates are not deemed obligatory for employment
9. The presence of dual education in some vocational and technical education schools
9. The fact that the graduates of vocational and technical education prefer higher education rather than labour market 10. The fact that enterprises are not active in workplace training and internship 11. The fact that cheap workforce is extra territorium
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2.2. BASIC PROBLEM AREAS OF VOCATIONAL AND TECHNICAL EDUCATION 2.2.1. Access to Vocational and Technical Education 122.It cannot be said that there is adequate social awareness related to vocational and technical education. Vocational and technical education is regarded as minor education, and social and economic value is attributed rather to general secondary education and higher education. This perception hinders the adequately successful students’ preference of vocational education.
individuals cannot use their achievements as an opportunity in acquiring the skills of another profession. 127.There are infrastructural problems regarding the access of groups that require special policy to formal and non-formal vocational education. 128.The school is perceived as the space where only formal education and training is made, and the employers do not regard school as a service centre in product development, and the labour market employees in acquiring new skills and developing existing skills. The research and laboratory infrastructures of the vocational and technical education schools and institutions are not used for academic and industrial R & D activities, and adequate cooperation is not made with the sector in this respect.
123.In our country, many activities and projects are carried out for the improvement and development of accessibility, applicability, adaptability and acceptability of education. These activities and projects are important in terms of the creation of the accumulation of data and knowledge required for the formulation and implementation of education policies that will safeguard the right of boys and girls to receive high quality education. It is necessary to provide 2.2.2. Capacity in Vocational and Technical and certify their participation in vocational Education and technical education and to make the 129.The globalized economy further increases certificates transferable with an approach the need for skilled and qualified workforce. based on lifelong learning in accordance with The fact that the unemployment rate among the individuals’ interests and abilities of each the young people in Turkey, which has a age group. young population, is high points to potential 124.As the labour market is not transparent problems. One of the most important enough, the students and families do not steps to be taken regarding solving these have adequate information regarding the problems would be to enhance the quality opportunities it offers to employees. There of vocational and technical education, and is not a common portal where the learners, to further strengthen the bonds between the labour market employees, and employers can business world and vocational and technical get informed about and receive information education, as seen in many cases in the world. regarding the Access opportunities to 130.Occupational maps should be created in vocational and technical education. order to allow the production of international 125.As all of the processes of vocational occupational data and to help the countries, and technical education are carried out which develop or revise national occupational with central planning and management, classifications, create a model. There are not bureaucratic obstacles make it difficult to adequate studies related to occupational access. maps in Turkey. 126.As the horizontal and vertical mobility between education levels and school types is not adequately flexible and permeable, the 30
131.The labour market needs analyses are carried out in the short term. The fact that the occupations needed in the market change
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rapidly and the match of supply and demand cannot be obtained adequately makes it difficult to plan vocational and technical education correctly in the long term. 132.It is continued to prepare and update the vocational and technical education programs according to the IOSs in a way to meet the existing and future needs of the labour markets, however a full integrity and continuity between the vocational and technical secondary education programs and higher education programs cannot be provided. 133.When the occupational standards are taken into account, it can be seen that there is no need to give some occupations with degree programs and it is more appropriate to give these occupations through certifications. There is no clear distinction regarding which occupations should be given with degree programs and which through certifications. 134.There is not a measurement and evaluation system based on adequately objective criteria based on learning outcomes and skills. 135.Studies have been started for the preparation of skill maps, in which the skills that the individual has acquired at the end of the learning process for every education program implemented in vocational and technical education are classified and listed from simple to complex, but have not yet been completed. 136.The differences between institutions and countries prevent access to vocational and technical education as well as effective use of the knowledge, skills and competencies acquired previously. There is no legal regulation for the initiation and dissemination of MKTS that is compatible with ECVET that provides the international mobility of the individuals and the evaluation of informal, non-formal, and formal learnings within the scope of lifelong learning. 137.Although there is a system that the individuals can certify their knowledge, skills, and competencies they have acquired through informal, non-formal, and formal
Vocational and Technical Education Strategy Paper and Action Plan
learning, there is not a system that they can use these certificates in transition to another non-formal and formal education program. 138. Foreign language education, that will provide the international mobility of the students educated in vocational and technical education and their monitoring of the global developments related to their occupations, cannot be given. 139.An effective vocational guidance and career counselling services cannot be given due to the wrong perception of the managers, teachers, students and parents in the vocational and technical education schools and institutions regarding guidance services. The managers and teachers do not have adequate up-to-date knowledge to provide vocational guidance for the students regarding the business world. 140.Vocational and technical education orients the students to programs according to their academic achievements, and their abilities and interests are not taken into account. Therefore, a career development system cannot be applied effectively. 141.The Board of Vocational Education and Provincial Employment and Vocational Education Boards do not constitute balance policies of supply and demand by observing the labour force needs of the economy and society in the medium and long term. 142.The non-governmental organizations and the relevant sector cannot actively participate in the education and training processes, and they cannot contribute enough to the strengthening of the relationship between education and employment. 143.There is not adequate cooperation among the institutions and organizations that are responsible in the field of vocational and technical education. Various studies are made related to vocational and technical education, but there are difficulties in producing a common policy. The need for a committee of experts on a voluntary basis in order to help the implementation of policies and strategies in line with the national and international 31
Vocational and Technical Education Strategy Paper and Action Plan
needs and objectives in the fields related to vocational and technical education and to resolve the lack of coordination is evident. 144.When evaluated according to international standards, the vocational and educational education system in Turkey has a centralized structure that has deficiencies in terms of adapting to the needs of the market, technological change, and local needs. There is not a management model in schools in which all of the stakeholders are included; the decisions are taken by joint participation, and which is based on governance. 145.The vocational post secondary schools are not structured according to the local needs and in a way to adequately contribute to Turkey’s competitiveness. There are deficiencies in the vocational tertiary schools in terms of institutional capacity. The programs implemented in these schools do not adequately contribute to the academic and vocational development of the vocational and technical education graduates. 146.As the faculties of vocational and technical education have been closed during the restructuring process in 2009, there is not a higher education program training teachers directly for the field of vocational and technical education. 147. While teacher placements are made according to the results of central examination, the teacher candidates take exams in the fields of general culture, general skills, and pedagogy. The teacher qualifications related to the fields and branches of vocational and technical education have not yet been determined. The vocational field knowledge is not measured in the central examinations. 148.The candidacy and compliance education process of the teachers that affect their commitment to the profession and institution starting from the candidacy, the failure in establishing the relationship between the system of in-service education and career development and teacher qualifications, and the fact that the existing implementations cannot be correlated to each other within a framework of system integrity beyond 32
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the bureaucratic objectives have emerged as priority problem areas. There are not effective and efficient mechanisms in which the teachers of vocational and technical education will provide their personal and professional development in cooperation with the sector. 149.Excluding the criteria mandated by law, there are not specific criteria regarding the distribution of the share allocated to vocational and technical education from the general budget to the schools and institutions. The fact that the advance tax burden taken from the revolving fund enterprises in the vocational and technical education schools and institutions and the income obtained are not distributed on equitable and fair principles prevents the operation of these enterprises in an effective way and in a manner suitable to the purpose. There is not a financial management in which the stakeholders of vocational and technical education are included. 150.The share of private schools in vocational and technical education is very low. In addition, there is not a system which includes the impact analyses of the incentives given to the private vocational and technical education schools, and which monitors and evaluates the activities of education and training in these schools. 151.There is not an effective planning that allows the vocational and technical education schools and institutions with adequate infrastructure to jointly use their facilities with the other vocational and technical education schools and institutions, the sector, and the environment. 152.There is not a quality assurance system that will make the education system output controlled and based on quality criteria in order that Turkey can take place in the global competition that will provide its sustainable economic and social development, and that the economic resources spent on education can be used more efficiently and effectively. 153.The studies of infrastructure related to the accreditation of the vocational and technical
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Vocational and Technical Education Strategy Paper and Action Plan
education schools, institutions, and programs that will give education according to the national qualifications accepted by VQA have not been completed.
employment of the groups requiring special policy, and in their transition to labour market. The employment opportunities for these groups could not have been created enough.
2.2.3. Employment with Vocational and Technical Education
157.The fact that the characteristics and spirit of innovation, creativity and entrepreneurship of the vocational and technical education students, trainees and graduates, employees and teachers cannot be developed undermines Turkey’s power in global, technological, and economic competition. This situation hinders the creation of new sectors and business areas, and the development of employment opportunities in the context of macro-economics.
154.In parallel to the developments in science and technology, developments also occur in professions. The changing and newly emerging professions increase the need for qualified labour force with each passing day and make a qualified vocational and technical education with modern technologies an imperative. Depending on the scientific and technological developments in the world, the labour market constantly changes. The changes in the labour market differentiate also the vocational qualifications required for the employment of the individual in a job. The changes in the vocational qualifications required for the job should be reflected on vocational and technical education in a comprehensive manner. 155.The activities such as administration, coordination, quality assessment etc. in the vocational training and internship applications in the enterprises are carried out by MoNE, and the sector representatives (occupational organizations etc.) do not take an active role in this processing operation. The periods of vocational education and internship are not determined in a flexible way according to the needs of the professions in the enterprises. In addition, the qualifications of the vocational education given in the enterprises are not at the desired level. Also, there are not workplaces in an amount to meet the number of students that will receive vocational education or do internship in the enterprises, and with the desired qualifications. There is need for more development and process improvement regarding what can be known, what can be done, and which competencies will be acquired in the workplace training. 156.There are many structural problems in building the bond of education and
158.The employability skills cannot adequately meet the conditions and needs of the changing labour market, and lose their validity. Especially, the global competitive environment is not satisfied with the employees’ exhibiting performance only in certain conditions, and also demands their compliance with the changing situations. The emerging non-compliance creates a problem in the employability of the labour force and the continuity of employment. 159.Adequate awareness could not have been created regarding the use of EUROPASS attachments which aim to facilitate the mobility of individuals in education and employment and which allow the individuals to demonstrate their competencies and qualifications in a transparent way. 160.The student exchange programs arranged in order to enhance the students’ knowledge, skills, and competencies cannot be adequately made use of and these programs cannot be utilized for their purpose. 161.Adequate cooperation could not have been provided in the field of vocational and technical education with the countries which are the members of the organizations of economic cooperation that Turkey is a party of, and joint projects have not been developed.
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2. 3. THE FRAMEWORK OF VOCATIONAL AND TECHNICAL EDUCATION STRATEGY PAPER
PURPOSE To create a flexible and permeable vocational and technical education system with the active participation of stakeholders which supports social and economic development, in which all of the segments of the society have the opportunity to learn in accordance with their needs, which is innovative, and which prepares for employment .
VISION A leading vocational and technical education system which is recognized with its national and international vocational qualification in cooperation with the social and economic sectors, which has vocational values, which is creative, innovative, entrepreneurial, and productive, which trains competent workforce that adds value to the economy, and the quality values of which are formed.
ACCESS TO VOCATIONAL AND TECHNICAL EDUCATION
CAPACITY IN VOCATIONAL AND TECHNICAL EDUCATION
1- The Qualities of Access to Vocational and Technical Education Will Be Improved.
1- Vocational and Technical Education Programs Will Be Improved and the Qualification System Will Be Strengthened. 2- Vocational Guidance and Career Development in Vocational and Technical Education Will Be Strengthened. 3- An Efficient and Productive Management System Will Be Established in Vocational and Technical Education. 4- Education Environments of Schools and Institutions Will Be Improved by Providing An Efficient and Sustainable Financing System in Vocational and Technical Education. 5- A Quality Assurance System in Vocational and Technical Education Will Be Established.
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EMPLOYMENT WITH VOCATIONAL AND TECHNICAL EDUCATION
1- The Students of Vocational and Technical Schools and Institutions and the Transitions of Alumni into Labour Market Will Be Supported. 2- The National and International Activities of VTE Students and Alumni Will Be Enabled.
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2.3.3. POLITICAL GRIDS, PRIORITIES AND MEASURES POLITICAL GRID: 1.ACCESS TO VOCATIONAL AND TECHNICAL EDUCATION PRIORITY: 1.1. The Qualities of Access to Vocational and Technical Education Will Be Improved. 1.1.1.Public awareness regarding the importance and access possibilities of vocational and technical education will be raised.
1.1.3.Access possibilities of the groups which require a special policy will be improved.
1.1.2.A flexible and transparent structure will be established in lateral and vertical transfers between the types and stages of
1.1.4.The cooperation of VTE schools and institutions with SMEs within the scope of R&D activities will be enabled.
educational institutions.
POLITICAL GRID: 2. CAPACITY IN VOCATIONAL AND TECHNICAL EDUCATION PRIORITY: 2.1. Vocational and Technical Education Programs Will Be Improved and the Qualification System Will Be Strengthened. 2.1.1. Sector projections for short and long term will be established and vocational map will be created. 2.1.2.Learning programs will be developed in accordance with national vocational standards, national qualifications and needs of the labour market. 2.1.3.Vocational skill maps will be created and
an evaluation and assessment system will be established based on gains and skills. 2.1.4.An infrastructure for the recognition of prior learning will be established and VTE Credit Transfer System will be activated. 2.1.5.Foreign language education in VTE will become functional.
PRIORITY: 2.2. Vocational Guidance and Career Development in Vocational and Technical Education Will Be Strengthened. 2.2.1.Competences of administrators and teachers regarding the vocational guidance and career development will be increased and students will be encouraged
to continue their VTE education in a program that is fit for their interests and talents.
PRIORITY: 2.3. An Efficient and Productive Management System Will Be Established in Vocational and Technical Education. 2.3.1.The Vocational Education Board and provincial employment and vocational education boards will work more effectively and efficiently. 2.3.2.A voluntary VTE experts working group will be established. 2.3.3.VTE school types will be decreased and a VTE school and institution administration
model will be developed and implemented. 2.3.4.Vocational post secondary schools will be restructured in accordance with the structure and speciality of vocational and technical education. 2.3.5.The qualities of VTE schools and institutions in terms of human resources will be improved. 35
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PRIORITY: 2.4. Education Environments of Schools and Institutions Will Be Improved by Providing An Efficient and Sustainable Financing System in Vocational and Technical Education. 2.4.1.School based financement will be used and for VTE financing, the number of sources outside the general budget will be increased and made effective.
2.4.3. The workplaces of VTE schools and institutions will be improved and workplace models in line with sector will be developed.
2.4.2.Incentive mechanisms for the opening of private VTE schools and institutions will be developed. PRIORITY: 2.5. A Quality Assurance System in Vocational and Technical Education Will Be Established. 2.5.1.An education quality framework, selfassessment and internal quality assurance system will be established.
2.5.2.VTE schools and institutions will be accredited.
POLITICAL GRID: 3. EMPLOYMENT WITH VOCATIONAL AND TECHNICAL EDUCATION PRIORITY: 3.1. The Students of Vocational and Technical Schools and Institutions and the Transitions of Alumni into Labour Market Will Be Supported. 3.1.1. Efficiency and productivity of workplace based trainings will be increased. 3.1.2.Employment possibilities for the groups which require a special policy will be improved.
3.1.3.Students, trainees, alumni, employees and teachers will be encouraged in creativity, innovation and entrepreneurship and they will be encouraged to attend skill and project based competitions.
PRIORITY: 3.2. The National and International Activities of VTE Students and Alumni Will Be Enabled. 3.2.1.Application of student exchange programs will be enabled in order to increase the national and international activity of VTE students and trainees.
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3.2.2.Cooperation with national and international institutions and/or countries will be strengthened.
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Vocational and Technical Education Strategy Paper and Action Plan
SECTION III 3.1. MONITORING AND ASSESSMENT A monitoring and assessment system will be established in order for the Vocational and Technical Education Strategy Paper to be implemented effectively, to create added value and reach predetermined purposes and targets. For this reason, a Board of Monitoring and Assessment will be established The Board of Monitoring and Assessment consists of the following: 1.The Minister of National Education 2.Undersecretary of MoNE 3.Deputy Undersecretary of MoNE for Vocational and Technical Education 4.Undersecretary of Ministry of Justice 5.Undersecretary of Ministry of Family and Social Policies 6.Undersecretary of Ministry of Science, Industry and Technology 7.Undersecretary of Ministry of Labour and Social Security 8.Deputy Undersecretary of Ministry of Economy 9.Deputy Undersecretary of Ministry of Food, Agriculture and Livestock 10. Deputy Undersecretary of Ministry of Customs and Trade 11.Deputy Undersecretary of Ministry of Interior 12.Deputy Undersecretary of Ministry of Development 13.Deputy Undersecretary of Ministry of Culture and Tourism 14.Deputy Undersecretary of Ministry of Finance 15.Deputy Undersecretary of Ministry of Transportation, Maritime Affairs and Communications 16.Head of MoNE Strategy Development 17.General Director of MoNE Vocational and Technical Education and Training 18.General Director for MoNE Life-Long Learning
19.Ministry of Health General Director of Health Services 20.ISKUR (Turkish Employment Agency) General Director 21.Head of KOSGEB (Small and Medium Enterprises Development Organization) 22.Head of VQA (Vocational Qualifications Authority) 23.CoHE Deputy Chairman and General Assembly Member for Vocational Education 24. Head of National Agency 25.Assistant Secretary General of TESK(Confederation of Turkish Tradesmen and Craftsmen) 26.Assistant Secretary General of TOBB (Union of Chamber and Commodity Exchanges) 27. Head of TURKSTAT (Turkish Statistical Institute) 28.Assistant Secretary Generals of the three confederations of workers’ unions with the highest number of members. 29.Assistant Secretary Generals of the three public employee unions with the highest number of members. 30.NGOs in Education 31.Deputy President of MUSIAD (Independent Industrialists and Businessmen’s Association) 32.Assistant Secretary General of TİSK (Confederation of Employer Associations) 33.Deputy President of TUSIAD (Turkish Industrialists’ and Businessmen’s Association) Duties and Responsibilities of the Board of Monitoring and Assessment: a)Ensure the implementation of the activities in the action plan and evaluate the current situation within the implementation of the activities. b)Do the necessary changes in the action and determine new activities. c)Determine
the
problems
regarding
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implementation of the activities in the action plan and make observations and suggestions to solve the problems.
b) Informing the Board by following the realization of the activities and aims determined in the strategy and the other import progress
d) Enable the cooperation and coordination among the institutions to realize the activities.
c) Doing the preparations by doing necessary coordination before the board meetings.
e) When necessary, establish sub committees, commissions and technical working groups to do necessary coordination for the active continuity of the work.
d) Enabling the coordination of sub committees, commissions and technical working groups to realize the activities.
Board Secretariat and Functions
f) Doing all the other assignments allocated to the Secretariat as part of the Board work
e) Reporting the board meeting results.
The secretariat of the board is MoNE Directorate General of Vocational and Technical Education. The The Board of Monitoring and Assessment gathers functions of the Board Secretariat are: every 6 months. The first semi-annual meeting is a) Determining the agenda of the board chaired by the Undersecretary of MoNE and the meetings regarding the opinions and advices of second is by the Minister of National Education. board members.
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ACTION PLAN
POLITICAL GRID: 1. ACCESS TO VOCATIONAL AND TECHNICAL EDUCATION
ITEM NUMBER
PRIORITY: 1.1. The Qualities of Access to Vocational and Technical Education Shall be Improved.
1
2
RESPONSIBLE RELATED INSTITUTION INSTITUTION
MEASURE
REMARKS
1.1.1. Public awareness regarding the importance and access possibilities of vocational and technical education shall be raised.
Campaigns (radio and television programs, public service announcements, contests etc.) will be organised for changing the perception of society in a positive way. Participation of the VTE students to employment fairs, career days will be supported. Awareness will be raised regarding employment, development, career move and adaptation courses and adults will be encouraged to participate in vocational education activities. Databases about VTE will be gathered to establish a WEB portal for decreasing bureaucracy and to establish a demand-supply balance. A VTE information line will be developed.
MoNE
The legislation for a flexible and transparent structure will be established in VTE to allow lateral and vertical transfers according to person’s needs between formal and non-formal, non-formal and formal, associate and undergraduate education. Credit equivalents of the acquisitions will be determined and these acquisitions will be used in transfers between programs.
MoNE COHE
1.1.2. A flexible and transparent structure will be established in lateral and vertical transfers between the types and stages of educational institutions.
PERFORMANCE INDICATOR
PG 1. The registration rate of VTE in secondary CoHE education. İSKUR PG 2. The number of trainees in professional Related Ministries development, employRelated Public Agen- ment and adaptation cies and Institutions courses Employee and Em- PG 3. Number of entries ployer Organizations to web information page PG 4. Number of people Professional Organi- who use phone help line zations RTUK
PERIOD
Continuous
Related NGOs
PG 1. The rate of those who continue their edRelated Ministries ucation for associate or Related Public Agen- undergraduate degrees cies and Institutions after graduating from a VTE institution Employee and EmPG 2. Rate of transfers ployer Organizations between formal and Professional Organi- non-formal, non-formal zations and formal PG 3. Rate of students Related NGOs who transfer between school types and fields in formal education VQA
Continuous
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POLITICAL GRID: 1. ACCESS TO VOCATIONAL AND TECHNICAL EDUCATION
ITEM NUMBER
PRIORITY: 1.1. The Qualities of Access to Vocational and Technical Education Shall be Improved. RESPONSIBLE INSTITUTION
RELATED INSTITUTION
Vocational programs to prevent groups requiring special policies from leaving the educational system will be generalised; the professions will be determined regarding the interest, will, skills, abilities and educational status; access to vocational courses will be increased and achievements will be certificated. A guidance system will be established, which will allow determining the jobs of the individuals who need special education through keeping records starting with their pre-school education and they will be able to receive certificates according to their personalised educational programs which they had during their VTE. Access to the VTE institutions will be increased for girls Participation in labour force and vocational possibilities will be increased for women. Regulations to provide who have graduated from universities and are unemployed or those who want to change their jobs with a chance to do double major or sub branch studies in post secondary education will be made.
MoNE
MoFSP
In order to expand the scope of cooperation between VTE schools and institutions and sector, efficient use of research and laboratory infrastructures of VTE schools and institutions for both academic and industrial R&D by related parties will be enabled.
MoNE COHE
MEASURE
REMARKS
3
1.1.3. Access possibilities of the groups which require a special policy will be improved.
4
1.1.4. The cooperation of VTE schools and institutions with sector within the scope of R&D activities will be enabled.
PERIOD
PG1. Rate of disabled Continuous students and trainees MoLSS who are enrolled in VTE CoHE schools and institutions VTE ISKUR PG2.Rate of girl students KOSGEB who just registered in Related Ministries vocational and technical education Related Public Agen- PG3. Rate of disabled incies and Institutions dividuals who complete Employee and Em- VTE to all other disabled ployer Organizations persons. PG 4. Rate of those who Professional Organi- completed VTE while zations they were convicted or in prison NGOs
MoSIT KOSGEB Universities Related Ministries Related Public Agencies and Institutions Employee and Employer Organizations Professional Organizations NGOs
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PERFORMANCE INDICATOR
PG 1. Number of proto- Continuous cols for R&D services
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Vocational and Technical Education Strategy Paper and Action Plan
POLITICAL GRID: 2.CAPACITY IN VOCATIONAL AND TECHNICAL EDUCATION
ITEM NUMBER
PRIORITY: 2.1. Vocational and Technical Education Programs will be Improved and the Competence System will be Strengthened.
5
6
7
MEASURE
2.1.1. Vocational maps and sector projections for long and short term will be established.
2.1.2. Learning programs will be developed in accordance with national vocational standards, national competences and needs of the labour market
REMARKS
RESPONSIBLE INSTITUTION
Vocational maps will be prepared within the scope Ministry of of medium and long term economic and labour Development force sector projections of Turkey MoLSS Economic development and employment tendenVQA cies in all sectors will be determined by assessing field research, sectorial plans and regional development priorities. Professions will be classified according to their job and task descriptions and their national and international equivalencies will be provided. National Vocational Standards will be reflected in educational programs. Compliance with international standards (ISCED, ISCO, FOET etc.) will be taken into account. The programs to be developed will be in accordance with eight key competences and these competences will be taken into account during evaluation and assessment processes. Program continuity and unity between secondary and higher education will be established. Schools will be encouraged to use and prepare all material, which will be used for providing determined acquisitions and skills on a national level. Diploma and certificate programs will be separated according to results of vocational analyses. Diploma and certificate supplements which show determined acquisitions. It will be ensured that job and profession ethics are adopted at every stage of VTE.
MoNE CoHE
2.1.3. Vocational skill Vocational skill maps based on gains will be cremaps will be created ated for each profession. and an evaluation and assessment system will be established based on gains and skills.
MoNE VQA CoHE
RELATED INSTITUTION
TUIK ISKUR
PERFORMANCE INDICATOR
PG 1. The number of vocational maps
PERIOD
2016
Related Ministries Related Public Agencies and Institutions Employee and Employer Organizations Professional Organizations NGOs PG 1. Number of up- Continuous dated programs in acISKUR cordance with national Related Ministries vocational standards and competences Related Public Agen- PG 2. The number of cies and Institutions prepared level 3 and 4 Employee and Em- programs ployer Organizations VQA
Professional Organizations NGOs
Related Ministries Related Public Agencies and Institutions
PG 1. Number of maps created on skills
2016
Employee and Employer Organizations Professional Organizations NGOs
41
Vocational and Technical Education Strategy Paper and Action Plan
2014 - 2018
POLITICAL GRID: 2.CAPACITY IN VOCATIONAL AND TECHNICAL EDUCATION
ITEM NUMBER
PRIORITY: 2.1. Vocational and Technical Education Programs will be Improved and the Competence System will be Strengthened.
8
9
RESPONSIBLE INSTITUTION
RELATED INSTITUTION
Certification of skills and knowledge acquired outside educational institutions and assessing these documents in being transferred to non-formal and formal education will be accomplished. For using the skills and accomplishments gained within the scope of life-long learning within Vocational Credit Transfer and Accumulation System in VTE, legislations will be arranged and an information system will be created. Credit Transfer system will be in line with ECVET.
MoNE
CoHE
The language courses given will be generalised in accordance with the common European framework of reference for language. Vocational foreign language courses will be rolled out to all fields and branches. Awareness on European language certificate exams within European Language portfolio will be raised.
MoNE CoHE
MEASURE
REMARKS
2.1.4. Vocational credit transfer and accumulation system in VTE will become effective.
2.1.5. Foreign language education in VTE will become functional.
VQA Related Ministries
PERIOD
PG 1. Number of fields Continuous and branches working for the acknowledgement of previous learnings
Related Public AgenPG 2. Number of fields cies and Institutions and branches whose Employee and Em- credits are estimated ployer Organizations within the scope of VoProfessional Organi- cational and Technical Education Credit Transfer zations System National Agency
PG 1. Number of pro- Continuous grams developed for Related Ministries teaching vocational forRelated Public Agen- eign languages cies and Institutions PG 2. Certifications provided in accordance Employee and Emwith common European ployer Organizations framework of reference Professional Organi- for language zations NGOs
42
PERFORMANCE INDICATOR
2014 - 2018
Vocational and Technical Education Strategy Paper and Action Plan
POLITICAL GRID: 2.CAPACITY IN VOCATIONAL AND TECHNICAL EDUCATION
ITEM NUMBER
PRIORITY: 2.2. Vocational Guidance and Career Development in Vocational and Technical Education will be Strengthened.
10
MEASURE
REMARKS
2.2.1. Competences of administrators and teachers regarding the vocational guidance and career development will be increased and students will be encouraged to continue their VTE education in a program that is fit for their interests and talents.
Administrators and teachers in VTE schools and institutions will receive in-service trainings about effective implementation of vocational guidance and career development program and therefore a teacher manual will be prepared. National Vocational Information System will be improved, introduced to all stakeholders and its effective use will be accomplished. Training activities for the families about the guidance and career development will be organized. Personal e-development vocational profile files based on basic guidance principles will be prepared. There will be cooperation with press and broadcasting organisations regarding the introduction of professions and operation of the sector. There will be cooperation with sector to allow the 9th graders to get to know the professions onsite. Inventory regarding guidance and career development activities and skill tests will be expanded and field and branch preferences will be made according to these tests. Legislation will be arranged to allow guidance counsellors and job and vocation consultants of ISKUR to work together effectively. Generalising voluntary vocational coaching in VTE schools and institutions will be encouraged.
RESPONSIBLE INSTITUTION
MEB
RELATED INSTITUTION
PERFORMANCE INDICATOR
PERIOD
PG 1. Number of teachers Continuous and managers received CoHE in-service trainings on Universities vocational guidance and career counselling ISKUR PG 2. Number of indiRelated Ministries viduals who use National Related Public Agen- Occupational Informacies and Institutions tion System PG 3. The number of Employee and Em- individuals who receive ployer Organizations guidance and career deProfessional Organi- velopment training PG 4. The number of zations students who complete NGOs interest inventory and Media Organisations ability test MoFSP
43
Vocational and Technical Education Strategy Paper and Action Plan
2014 - 2018
POLITICAL GRID: 2.CAPACITY IN VOCATIONAL AND TECHNICAL EDUCATION
ITEM NUMBER
PRIORITY: 2.3. An Efficient and Productive Management System will be Established in Vocational and Technical Education.
11
MEASURE
REMARKS
2.3.1. The Vocational Education Board and provincial employment and vocational education boards will work more effectively and efficiently.
There will be research on the operations of the Vocational Education Board and provincial employment and vocational education boards. Work force and need analyses of these boards will be considered and they will work more effectively and their work will be monitored and assessed.
RESPONSIBLE INSTITUTION
MoNE ISKUR
RELATED INSTITUTION
PERFORMANCE INDICATOR
PERIOD
PG 1. Opening rate of Continuous fields and branches acCoHE cording to labour market Related Ministries analyses PG 2. Compliance rate Related Public Agenof opened fields and cies and Institutions branches to sectorial disEmployee and Em- tribution in that province ployer Organizations MoLLS
Professional Organizations NGOs 12
2.3.2. A volunteer VTE Experts working group will be established
Legislation will be arranged to establish an experts committee for the reasons such as conducting workplace training better, monitoring the practicability of vocational standards, keeping vocational moral and ethics, monitoring student workplace trainings, monitoring the suitability of educational and training programs, harmonising the school skills with the market.
MoNE CoHE
PG 1. Creating to Working Group
2014
PG 1. Revision of the legislation regarding Related Public Agennew school management cies and Institutions model Employee and Employer Organizations
2017
Related Ministries Related Public Agencies and Institutions Employee and Employer Organizations Professional Organizations NGOs
13
14
2.3.3. The number of VTE school types will be decreased; A VTE school and institution administration model will be developed and implemented.
2.3.4. Vocational post secondary schools will be restructured in accordance with the structure and speciality of vocational and technical education.
A new structure based on program type instead of school type will be established in VTE. A new school administration model will be developed which includes VTE and related stakeholders and takes administration as a basis. Cooperation between local authorities, professional organisations and local sector will be strengthened. Legislation work will be done by VTE school and institution managements on appointment of provincial and sub provincial MoNE vice manager or/ and branch Office
MoNE CoHE
There will be research on the operation of vocational post secondary schools and according to the results; vocational post secondary schools will be re-structured in accordance with the VTE structure as different institutions providing general and vocational education. Trimester implementation for vocational post secondary school students will be implemented.
CoHE
Related Ministries
Professional Organizations NGOs PG 1. Regulating the legislation regarding the Related Ministries operation of vocational Related Public Agen- post secondary schools cies and Institutions MoNE
Employee and Employer Organizations Professional Organizations Related NGOs
44
2017
2014 - 2018
Vocational and Technical Education Strategy Paper and Action Plan
POLITICAL GRID: 2.CAPACITY IN VOCATIONAL AND TECHNICAL EDUCATION
ITEM NUMBER
PRIORITY: 2.3. An Efficient and Productive Management System will be Established in Vocational and Technical Education.
15
MEASURE
REMARKS
2.3.5. The qualities of VTE schools and institutions in terms of human resources will be improved.
Basic, field and special competences of workshop and laboratory teachers will be determined in cooperation with MoNE and COHE. There will be a regulation to make trainers receive pedagogical formations in their fields. VTE candidate teachers will receive applied training in businesses for a period of time. In-service training model will be re-structured in VTE. In service training will be given in in accredited institutions, businesses, institutions of higher education and/or through distance learning in accordance with national and local need analyses. Encouragement mechanisms will be developed for businesses to provide laboratory and workplace teachers and teaching staff with versatile trainings. Procedures for public-private cooperation will be simplified and private sector will be enabled to establish workplaces and labs in schools. Teachers and administrators of VTE schools and institutions will learn technical foreign languages and improve their foreign languages. Branch changes will be enabled for teachers whose fields got narrower
RESPONSIBLE INSTITUTION
MoNE CoHE
RELATED INSTITUTION
PERFORMANCE INDICATOR
PERIOD
PG 1. Number of fields Continuous whose competences are Related Public Agendetermined cies and Institutions PG 2. Number of adminEmployee and Em- istrators and teachers ployer Organizations who participated in inProfessional Organi- service trainings zations PG 3. Number of teachers who participated in Related NGOs in-service trainings Related Ministries
45
Vocational and Technical Education Strategy Paper and Action Plan
2014 - 2018
POLITICAL GRID: 2.CAPACITY IN VOCATIONAL AND TECHNICAL EDUCATION
ITEM NUMBER
PRIORITY: 2.4. Education Environments of Schools and Institutions will be Improved by Providing An Efficient and Sustainable Financing System in Vocational and Technical Education.
16
17
RESPONSIBLE INSTITUTION
RELATED INSTITUTION
There will be work carried out in order to distribute the VTE budget in cooperation with MoNE, Ministry of Development, and Ministry of Finance according to school type, field or branch specialities and number of students considering the data of Turkish Education Financing Information System (TEFBIS). Municipal Law No 5393 Article 14 paragraph (b) “Shall construct and shall do or maintenance and repair all school buildings of the government; shall meet all the equipment and tool needs” will be put into action. Necessary legislation will be prepared in order to have a share for VTE from other sources such as games of chance, traffic fines etc. There will be legislation arrangements for reducing the burden of advance tax from circulating capital enterprises, using the circulating capital and distributing shares.
MoNE
Ministry of Finance
The legislation work for encouraging the opening of private VTEs, especially those which will set good examples, in fields and branches with high employment rates will continue.
MoNE CoHE
MEASURE
REMARKS
2.4.1. School based budgeting will be used in VTE and For VTE financing, the number of sources outside the general budget will be increased and made effective.
2.4.2. Incentive mechanisms for the opening of private VTE schools and institutions will be developed and a system of monitoring and assessment will be established.
There will be cooperation with private sector for opening sector focused schools by taking into account the sectorial intensities. In determining the student quota of future private schools and institutions, vocational education and internship opportunities in businesses around will be regarded. Quality indicators of private vocational and technical schools and institutions will be determined and necessary measures will be taken to monitor them. Per student teaching and learning aid given by the government to the students in private VTE institutions will continue.
46
Ministry of Development
PERFORMANCE INDICATOR
PERIOD
PG 1. The increase rate Continuous of sources outside the budget
PG 1. Number of VTE Continuous schools and institutions Related Ministries opened by private sector Related Public Agen- PG 2. Employment rate cies and Institutions of those who graduate from private VTE schools Employee and Employer Organizations Ministry of Finance
Professional Organizations Related NGOs
2014 - 2018
Vocational and Technical Education Strategy Paper and Action Plan
POLITICAL GRID: 2.CAPACITY IN VOCATIONAL AND TECHNICAL EDUCATION
ITEM NUMBER
PRIORITY: 2.4. Education Environments of Schools and Institutions will be Improved by Providing An Efficient and Sustainable Financing System in Vocational and Technical Education.
18
MEASURE
REMARKS
RESPONSIBLE INSTITUTION
2.4.3. Workplaces in vocational and technical education schools and institutions will be enhanced and workplace models will be developed in line with the sector.
Working environments of vocational and technical education workplaces and labs will be enhanced and hard infrastructure will be made secure.
MoNE CoHE
New workplace models will be developed with practical and flexible structuring for fields and branches regarding the changes in production technologies and sectorial demands. Inventory of VTE schools’ and institutions’ infrastructures will be determined and there will be planning to use these commonly with other VTE schools and institutions. The effectiveness of full day- full year implementation in VTE schools and institutions will be increased.
RELATED INSTITUTION
PERFORMANCE INDICATOR
PERIOD
PG 1. Number of labs and Continuous workplaces developed Related Public Agenand renovated cies and Institutions PG 2. Number of fields Employee and Em- and branches for which ployer Organizations workplace models are Professional Organi- developed zations PG 3. Number of schools and institutions with Related NGOs commonly used facilities Related Ministries
POLITICAL GRID: 2.CAPACITY IN VOCATIONAL AND TECHNICAL EDUCATION
ITEM NUMBER
PRIORITY 2.5. A Quality Assurance System in Vocational and Technical Education willbe Established.
19
MEASURE
REMARKS
2.5.1. An education quality framework, self-assessment and internal quality assurance system will be established.
A VTE quality assurance framework will be established in order to have an actual, qualified, measurable and sustainable VTE which meets the quality standards of business world and students. The developed framework will be in compliance with European Quality Assurance Reference Framework (EQUARF).
RESPONSIBLE INSTITUTION
MoNE CoHE
RELATED INSTITUTION
VQA TURKAK Related Ministries Related Public Agencies and Institutions
PERFORMANCE INDICATOR
PERIOD
PG 1. The prepared quality framework PG 2. The prepared quality assurance system
2018
PG 1. Number of institutions and schools accredited PG 2. The number of institutions and schools authorized as examination and documentation centres
Continuous
Employee and Employer Organizations Professional Organizations Related NGOs
20
2.5.2. VTE schools There will be infrastructural work regarding the and institutions will accreditation of schools, institutions and programs which will provide training in accordance with the be accredited. national competences accepted by VQA. After the accreditation process of VTE schools and institutions, they will be authorised as exam and documentation centres.
MoNE CoHE
VQA TURKAK Related Ministries Related Public Agencies and Institutions Employee and Employer Organizations Professional Organizations Related NGOs
47
Vocational and Technical Education Strategy Paper and Action Plan
2014 - 2018
POLITICAL GRID: 2.CAPACITY IN VOCATIONAL AND TECHNICAL EDUCATION
ITEM NUMBER
PRIORITY 3.1. The Students of Vocational and Technical Schools and Institutions and the Transitions of Alumni into Labour Market will be Supported.
21
48
MEASURE
REMARKS
3.1.1. Efficiency and productivity of workplace based trainings will be increased.
Planning towards opening of VTE schools and institutions close to the areas in which students can receive applied training. In determining the knowledge, skills, attitude and behaviours which the students and trainees will acquire, efficient and productive work of student in cooperation with their coordinator and business training supervisor during the practice and assessment will be ensured. With the Vocational Training Law Number 3308, necessary arrangements will be made in other legislation regarding vocational training in businesses. Employers will be encouraged to provide in-service training and training during work for their employee to increase their competences. A workplace training manual describing the necessary qualification of the professions of every program for the VTE schools and institutions and the duration in which these qualifications can be obtained during the workplace training will be prepared. The legislation regarding the assurance of the VTE students in lab and workplace courses for the job accidents and occupational diseases will be regulated. The legislation change will be made to enable the Child Development and Education field students to receive workplace training in MoNE preschool institutions and businesses. Work regarding the monitoring of the graduates that are employed in the businesses where they received training will be done.
RESPONSIBLE INSTITUTION
MoNE CoHE
RELATED INSTITUTION
PERFORMANCE INDICATOR
PERIOD
PG 1. The annual in- Continuous crease in the number of Related Ministries businesses which provide Related Public Agen- trainings cies and Institutions İSKUR
Employee and Employer Organizations Professional Organizations Related NGOs
2014 - 2018
Vocational and Technical Education Strategy Paper and Action Plan
POLITICAL GRID: 2.CAPACITY IN VOCATIONAL AND TECHNICAL EDUCATION
ITEM NUMBER
PRIORITY 3.1. The Students of Vocational and Technical Schools and Institutions and the Transitions of Alumni into Labour Market will be Supported.
22
MEASURE
REMARKS
3.1.2. Employment possibilities for the groups which require a special policy will be improved.
Employment possibilities will be increased though VTE in order to raise the participation of women in labour force and women entrepreneurship will be encouraged. Employment possibilities for individuals with disabilities according to their disabilities will be increased through vocational trainings. Employment possibilities for those who were discharged from prisons, broken families, those who immigrated for safety reasons and widows and orphans in need will be increased through vocational trainings. The functions of active labour force policies will be made effective in order to ensure the participation of the unemployed young people in the labour force.
RESPONSIBLE INSTITUTION
MoLSS ISKUR
RELATED INSTITUTION
MoNE MoFSP Ministry of Justice KOSGEB
PERFORMANCE INDICATOR
PERIOD
PG 1. Number of em- Continuous ployed who received vocational education (groups requiring special policies)
Universities Related Ministries Related Public Agencies and Institutions Employee and Employer Organizations Professional Organizations Related NGOs
23
3.1.3. ÖğStudents, trainees, alumni, employee and teachers will be encouraged in creativity, innovation and entrepreneurship and they will be encouraged to attend skill and project based competitions
VTE students will be provided with informative educations on creativity, innovation, entrepreneurship and process of setting up a business. VTE alumni will be allowed to receive support credits for entrepreneurship to set up businesses. Students, trainees, employee and teachers who develop a new item, product, mechanism or practice will be encouraged to apply for patent and utility model and they will be supported. VTE schools and institutions will be supported in rewarding, encouraging and having patents for those who participate in national or international competitions and improvement of cooperation with businesses will be ensured. Activities to generalize and adopt creativity, innovation and entrepreneurship in VTE schools and institutions as culture will be organized.
MoSIT MoNE
PG 1. Number of alumni Continuous who have participated TPE in entrepreneurship KOSGEB education and set up their own businesses (in Related Ministries separation of secondary Related Public Agen- and post-secondary edcies and Institutions ucation) Employee and Em- PG 2. Number of stuployer Organizations dents and trainees who have participated in naProfessional Organi- tional and international zations skill and project competitions Related NGOs PG 3. Number of patents or utility models applications from vocational and technical education schools or institutions. TUBITAK
49
Vocational and Technical Education Strategy Paper and Action Plan
2014 - 2018
POLITICAL GRID: 2.CAPACITY IN VOCATIONAL AND TECHNICAL EDUCATION
ITEM NUMBER
PRIORITY: 3.2. The National and International Activities of Vocational and Technical Schools’ and Institutions’ Students and Alumni will be Enabled. RESPONSIBLE INSTITUTION
RELATED INSTITUTION
PERFORMANCE INDICATOR
MEASURE
REMARKS
24
3.2.1. Application of student exchange programs will be enabled in order to increase the national and international activity of VTE students and trainees.
Students will be supported to benefit from the national and international exchange programs for their internships, vocational trainings in businesses and other training activities. VTE students to receive training in a business abroad will have a document of approval. Periodical monitoring and assessment will be carried out with organisations which provide funds for national and international exchanges. In order to increase the individuals’ activity in national and international labour markets, awareness will be raised among the parties on using EUROPASS supplements.
MoNE CoHE National Agency
Ministry of EU Affairs PG 1. Rate of students Continuous who took part in national VQA and international exRelated Ministries change programs Related Public Agen- PG 2. Rate of students cies and Institutions who took part in exchange programs on Employee and Em- associate and undergradployer Organizations uate degree Professional Organi- PG 3. Number of activzations ities to raise awareness regarding the use of EURelated NGOs ROPASS supplements
25
3.2.2. Cooperation with national and international institutions and/or countries will be strengthened.
Cooperative work regarding the VTE will be strengthened and mutual projects will be developed with member states of economic and social cooperation organisations, primarily EU, which Turkey is also, part of.
MoNE
Ministry of EU Affairs PG 1. Number of cooper- Continuous ative protocols Ministry of Foreign PG 2. Number of develAffairs oped mutual projects MoD TCCA COHE YTB
50
PERIOD
2014 - 2018
Vocational and Technical Education Strategy Paper and Action Plan
CONCEPTS Key Competencies: All of the basic knowledge, skills and competencies which are required by the information society, which every individual need to possess, and which support the personal development of individuals and their social participation as active and responsible individuals and their employment. Skill: It means the ability of applying knowledge, solving problems and completing tasks. Within the scope of TQF, “skill” is defined as “using knowledge”, “solving problems” and “transferring knowledge and skills to others” which require using acquired logical, intuitional and creative thinking, manual skill, method, material, tools and equipment. Certification Body: The bodies which are authorised by the responsible institutions and organisations and which carry out the evaluation and assessment of learned skills, and if they are successful, certificating the requested competencies. Knowledge: All of the principles, theories, facts and practices regarding a working or study field. Tendency: The definition of general and vocational qualities of learning processes, which competencies are related to. Life-Long Learning: Life-long learning is defined as every learning activity an individual participates in during their lifetime in order to improve their knowledge, skills, interests and competencies within a scope of a personal, social and employment approach. Quality Assurance: All activities regarding the planning, implementation, assessment and reporting which allow the neutral assurance of quality criteria and standard compliance of educational and training programs and presentations, and also the assessment and approval of learning acquisitions. Credit: Numerical statements of workload based on learning acquisitions. Learning Acquisitions: The knowledge, skills and competencies acquired by an individual after finishing a learning process. Recognition of Prior Learning: The process of assessing the learning acquisitions and credits a student previously obtained through free learning, formal or non-formal learning, in order to allow the student the right to a competence or exemption from a part of program. Formal Education: Formal Education is the regular education given in schools, which is planned for specific age groups and students of same levels and for a purpose. Formal education contains pre-school education, elementary school, secondary school, high school and higher education.
Free Learning: All kinds of learning from free learning outside the scope of formal and non-formal education, without a purpose or intention to a deliberate and intended learning based on experience. Level: Each of the eight levels which are defined in knowledge, skills and competences. Responsible Institution and Organisation (within the scope of TQF): The institutions and organisations which carry out the legal regulations, transactions and coordination regarding the determining, defining and presenting of competences in education and training system. Responsible Institution and Organisation (within the scope of VTE Strategy Paper and Action Plan): The institution and organisation responsible for implementing the related article of measure and coordination. Turkish Qualifications Framework (TQF): Name of the Qualifications Framework for Turkey. National Vocational Standard: The minimum norms accepted by VQA to be able to work in a profession successfully and which shows the necessary knowledge, skills, attitude and behaviours. National Qualifications Framework (NQF): All principles and rules, which consist of levels, used to define the existing competences in a country, classify them in predetermined standards and compare these competences. Non-Formal Education: It is regulated coherently, in a way that it complements formal education, provides additional qualities and mutually benefits from its possibilities for the purpose of providing training in general or vocational and technical fields for those who could not participate in formal education system, left it at some point or acquired a certain degree from it. Non-formal education is provided as courses opened within vocational and technical secondary education institutions, public education, apprenticeship training, distance training and theoretical and/or practical courses in businesses or in-service businesses. Competence: Means all knowledge, skills and competences for fulfilling a work or task. Certificate of Competency: The official output of assessment and validation, given by a competent authority upon the determination that the person’s acquisition of learning is above a certain level of standard. Qualification: The qualification to carry out and complete a work fully. It is the acquisition gained through use of personal, social and procedural skills, which contain knowledge, skills and attitude in personal and professional development progress and/or research environment. 51
Vocational and Technical Education Strategy Paper and Action Plan
REFERENCES 1.The Higher Education Law Number 2547 (1981, 11 December) T.R. Official Gazette, 17506. 2.Vocational Education Law Number 3308 (1986, 19 June) T.R. Official Gazette, 19139. 3.Labour Law Number 4857 (2003, 10 June) T.R. Official Gazette, 25134. 4.Vocational Qualification Authority Law Number 5544 (2006, 7 October) T.R. Official Gazette, 26312. 5.Private Education Institutions Law Number 5580 (2007, 14 February) T.R. Official Gazette, 26434. 6.60. Government Programme and Action Plan, 10 January 2008 7.61st Government Programme, taken from the website http://www.basbakanlik.gov.tr/Forms/ pgGovProgramme.aspx on 08/01/2013. 8.9. Development Plan (2007-2013) (2006, 1 July) T.R. Official Gazette, 26215 9.The Notification Regarding the Vocational Training of Workers in Heavy and Dangerous Works (2009, 31 May) T.R. Official Gazette, 27244 10.B. Yeşilyaprak, Meslekî Rehberlik ve Kariyer Danışmanlığında Paradigma Değişimi ve Türkiye Açısından Sonuçlar: Geçmişten Geleceğe Yönelik Bir Değerlendirme Ankara University, Educational Sciences in Theory & Practice - 11(4), Autumn, 5-26. 11.Hayat Boyu Öğrenme Strateji Belgesi ve Eylem Planı, MoNE 2009 12.Işıl ORAL, Meslek Eğitiminde Kalite İçin İşbirliği, Meslek Eğitiminde Ne Çalışıyor, Neden Çalışıyor? Okul-İşletme İşbirliklerine Dair Politika Önerileri, ERG, December 2012. 13.İstihdam ve Meslekî Eğitim İlişkisinin Güçlendirilmesi Eylem Planı (2010, 15 July) T.R. Official Gazette, 27642 14.ISKUR 2011 Activity Reports, 2011 15.MoNE Directorate of Strategy Development Budget Report, 2013 16.MoNE Strategy Plan (2010-2014), MoNE, Ankara 2009 17.Vocational and Technical Training Workshop Final Report, MoNE, December 2012 18. Vocational and Technical Training Management Process Internal Audit Report, 2012 19.Vocational Illnesses Guideline, November 2011, ANKARA 20. National Education Statistics 21.Statutory Decree Number 652 Regarding the 52
2014 - 2018
Governance and Duties of the Ministry of National Education, (2011, 14 September) T.R. Official Gazette, 28054 22.VQA Strategy Plan (2011-2015), February 2012 23.Medium Term Program (2012-2014), taken from the website http://www.bumko.gov.tr/TR,42/ortavadeli-program. html on 08/01/2013. 24.TUSIAD, VİZYON 2050 TÜRKİYE, Edition Number: TÜSİAD-T/2011-09/518, ISBN: 978-9944-405-74-4, September 2011 25.TÜİK Agenda, Issue: 258, December 2011 26.TÜİK Labour force Statistics 27.Turkish Labour Market Report, 2006 28.Industrial Strategy Paper of Turkey (2011-2014), BSTB, December 2010 29.Turkish Qualifications Framework Consultation Paper, 2012 (Draft) 30.Problems of Labour Market in Turkey and Solution Offers, 2011 31.Determining the Human Resources of Turkey Report, Ministry of Science, Industry and Technology, 2013 32.National Teacher Strategies Workshop, 18-20 November 2011 33. taken from the following websites on 21/12/2012: ttp://www.tuik.gov.tr 34.http://www.meb.gov.tr 35.http://www.oecd.org/edu/learningforjobs 36.http://www.cedefop.org 37.http://www.myk.gov.tr 38.http://www.iskur.gov.tr 39.http://www.unevoc.unesco.org/go.php 40.http://www.worldbank.org 41.http:// www.dpt.gov.tr 42.http://ec.europa.eu/education/news/ rethinking/com669_en.pdf (taken from the webstite on December 21st 2012) 43.http://www.myk.gov.tr/index.php/tr/yaymlanmulusal-meslek-standartlar 44.http://www.myk.gov.tr/index.php/tr/ulusalyeterlilikler/kabul-edilen-yeterlilikler-listesi 45.http://sgb.meb.gov.tr/www/resmi-istatistikler/ icerik/64 46.Role of active labour force policies in increasing employment, dissertation of Sinem ÇAPAR DİRİÖZ http:// ekutup.dpt. gov.tr/istihdam/tez-scapar.pd