NEW APPROACHES IN VOCATIONAL EDUCATION AND TRAINING IN TURKEY

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NEW APPROACHES IN VOCATIONAL EDUCATION AND
TRAINING IN TURKEY
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WHY A NEW PERSPECTIVE? Changes in the world not
only create economic growth and prosperity
atmosphere , but also they reveal the fact that
individuals and societies should prepare
themselves for technologic developments, new
working environments and forms through
education.
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BASIS FOR THE NEW PERSPECTIVE

• The model put into practice in the scope of the
  new perspective, has a structure supporting
• Development plan,
• Acquis,
• and
• Council Resolutions.

8th Five Years
European Union
Government programme
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• OBJECTIVE OF THE NEW PERSPECTIVE
• To form an infrastructure for transition to 12
  years basic education,
• To raise our vocational education system to the
  standards of the EU and developped countries,
• To strengthen in accordance with socio-economic
  needs and lifelong learning principles.
• In integrity with primary education, general
  secondary education and higher education systems
  that are able to meet the needs of the labour
  market, this approach will provide an
  infrastructure for the creation of a modern,
  flexible and high-quality vocational education
  system.

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Explanation of the Model
LIFELONG LEARNING

Higher Education
Vertical Transition
UNIVERSITY
VOCATIONAL HIGH SCHOOL
Vocational Education Council MoNE
STUDENT SELECTION
EXAMINATION
No Examination

CONTINOUS EDUCATION

CENTERS
Proficency
Vocational Education
4 -Year High School
4 Year High School
18
12
Exam
Secondary Education
Certificate
Open Education
VOCATIONAL EDUCATION CENTER
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11
Modular Programmes
Private Vocational

GSS
VTSS
16
10
Modular
Programmes
Training Courses
PROGRAMMES DO NOT HAVE SECTION AND CLASS LIMIT
FOR GENIUS CHILDREN
E-Learningg
COMMON CLASS
Common Grade
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9
COUNSELING AND GUIDANCE


Common Exam
8
14

7
13
6
12
GUIDANCE
Primary School
PRIMARY SCHOOL
5
11
TEST, SCALE
4
10
AND
INVENTORIES
3
9
2
8
1
7
Pre- school
PRESCHOOL TRAINING
6
Grade
Age
6
Vocational Education in Turkey
Current Situation In Turkey around 25-35 of
the population may receive Vocational Education.
The rate of 65-70 which is targeted for long
years, could not be reached yet. In recent years
there has been a significant improvement through
the successful projects conducted by our
ministry.
Vocational High Schools could not be made
attractive yet.
There has been a serious student loss in
Vocational and Technical Education. It is
possible to say that this loss is alarming in
settlements except for big cities.
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Student Distribution in General and Vocational
Secondary Education
General Secondary Education Vocational
Secondary Education
Source MoNE
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SCHOOLING RATES () ACCORDING TO THE TRAINING
GRADES IN TURKEY
98
63
37
Vocational Secondary Education
General Secondary Education
Primary School
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STUDENT in the new approach

• Is active and participative,
• Asks questions,
• Is able to comprehend and solve the problems,
• Understands, thinks and discusses,
• Is able to do team work,
• Learns to learn,
• Learns the means and methods of reaching
  information,
• Is excited to reach further information

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TEACHER in New Approach

• Assures the active involvement of the students
• Induces thinking, discussing and listening
• Plans the activities
• Provides guidance
• Guides the students
• Prepares the learning environment
• Corrects the deficiencies and mistakes.

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School Structure in the New Approach

• sensitive to local educational needs and
  determines the needs,
• more powerful with the involvement and
  cooperation of the surrounding
• develops modular curricula according to the
  needs,
• prepares training materials
• informs the students about business life and
  university and monitors the graduates,
• uses the resources in an effective and efficient
  manner and creates new resources,
• assures the continuos training of the personnel,
• structures its system according to lifelong
  education principles.

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THOSE THAT HAVE BEEN DONE AND THOSE THAT ARE
PLANNED IN THE SCOPE OF THE NEW PERSPECTIVE

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PROGRAM PREPARATION PROCESS
LABOUR MARKET NEEDS ANALYSIS
OCCUPATIONAL STANDARD
DETERMINATION OF WORKS AND TRANSACTIONS
COMPETENCE TABLE
EDUCATIONAL STANDARD
PROGRAM PREPARATION PROCESS
ANALYSIS OF TRANSACTIONS
MODULE WRITING
FORMATION OF MODULES
FORMATION OF COURSES
CURRICULUM
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Labour Market Analysis
A labour market needs analysis which was not
according to supply but based on the balance
between supply and demand, which was equipped
with the competencies demanded by the labour
market and met the labour force needs at local,
regional and national level, was conducted. As a
result of the labour market analysis works
started in 2004 and conducted throughout the
whole sector, more than 100.000 questionnaires
were applied all over Turkey. In 2005, 5700
labour market and skill needs analysises were
made with 175 staff members in 31 provinces,
together with ISKUR.
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Revision of Occupational Standards
250 occupational standards prepared by MSK were
revised by Ministry of National Education, social
partner representatives and local and foreign
experts. Furthermore, standard development works
concerning the occupations which are not dealt by
MSK continue.
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WORKS FOCUSING ON LABOUR MARKET 177 Change Agent
Teachers and 60 Iskur Experts have conducted
surveys in 5700 enterprises throughout the
country aimed at Labour Market and Skill Needs
Analysis. According to ISCED 97 in 42 Job
Families Level 4 245 Level 3 253 Level 2
78 -------------------- Total 576 occupation
analysis works were made and were turned into
Occupational Standards format. Educational
standard (framework curricula) module works still
proceed based on these standards. 31 occupational
standards have completed the process mentioned in
the previous slide.
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Educational Standards
192 educational standards have been developed by
Ministry of Education, social partner
representatives and local and foreign experts by
taken 250 occupational standards prepared by MSK,
labour market analysis and other documents as
basis.
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Founding the Vocational Qualifications System
(VQS)
A draft law prepared for the creation of a system
depending on the accepted occupational standards
and allowing progression among vocational and
academic fields suitable for evaluation, grading
and certification, has been sent to Turkish Grand
National Assembly by the Council of Ministers.
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What is the Vocational Qualifications System?
(VQS)

• It is a fair, transparent and accountable system
  that
• Covers occupational standards and vocational
  qualifications having international validity,
• Facilitates the free circulation of the labour
  force,
• Rapidly adapts to the needs of the labour market,
  
• Supports the lifelong learning principles,
• Forms the infrastructure necessary for
  international comparability and equivalence,
• Increases the competitiveness and employability,
• Facilitates reaching high quality labour force
  for the employers,
• Assures the individuals in relation to their work
  fields.

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Why National Qualifications System?

• National Dimension
• Making sure that the labor market runs in a
  reliable manner
• International Dimension
• Facilitating international free circulation with
  transparent, reliable and consistent
  qualifications

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Lifelong Learning
In order to develop a Lifelong Learning Policy in
Turkey, the Ministry of National Education worked
with the local and foreign field experts in the
scope of the project and the draft paper was
prepared.
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• PROGRAMME DEVELOPMENT WORKS IN THE SCOPE OF THE
  NEW PERSPECTIVE

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Vocational Education and Programme Development
Process Systematic 1- Labour Market and Skill
Needs Analysis 2- Occupational Standards (ISCO
88, ILO) 3- Training Standards (ISCED 97,
UNESCO) 4- Curricula 5- Certification
Vocational education and programme development
process systematic should be conducted a
continuous basis and in cooperation with the
sector.
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PROGRAMME DEVELOPMENT SYSTEMATIC
MoNE Programme Experts
Foreign Experts
Other Educators
Programme Development
Experts from the University
Field Teachers
Curriculum Coordinators
Sector Representatives
Personnel of the Occupation
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INTERNATIONAL VALIDITY OF THE PROGRAMMES
INTERNATIONAL STANDARD CLASSIFICATION OF
EDUCATION (ISCED 97) Developed by UNESCO and
recognized in many EU countries was used in the
programmes prepared.
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• Through the new perspective education and
  training development activities that belong to
  42 fields and 192 branches related to the
  vocational education found in ISCED 97 and
  certificate programmes at 2nd, 3rd and 4th
  Levels, are prepared.
• In 2004-2005 academic years, 4 years of education
  has been launched in 105 pilot school which are
  formal education institutions.

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GUIDANCE AND VOCATIONAL EDUCATION PROCESS OF THE
STUDENT
ACADEMIC EDUCATION
EDUCATION ON ACADEMIC FIELDS IN GENERAL HIGH
SCHOOL
SECTORAL FIELD SELECTION AT THE END OF THE 9TH
GRADE 9
VOCATIONAL EDUCATION
IN THE12TH GRADE OCCUPATION/BRANCH COURSES AND
MODULES
ENTRANCE
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ACADEMIC SKILLS
12th GRADE
VOCATIONAL COMPETENCES
20-30
70-80
ACADEMIC AND FIELD COMMON SKILLS

11th GRADE
VOCATIONAL COMPETENCES
50
50
VOCATIONAL COMPETENCES
ACADEMIC AND FIELD COMMON SKILLS
10th GRADE
Branch Selection
70-80
20-30
COMMON CLASS
9th GRADE
Field Selection
10-15
85-90
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MODULE SELECTION FOR OCCUPATIONS
A- OCCUPATION/BRANCH
B- OCCUPATION/BRANCH
C- OCCUPATION/BRANCH
M O D U L E S

• In each module in Module Bank
• Field,
• Branch,
• Education environment,
• Objective,
• ISCED97 code,
• etc. are written.

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CURRICULUM
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STRUCTURE OF VOCATIONAL TECHNICAL EDUCATION FIELD
/ BRANCH PROGRAMMES AND TRANSITIONS PER YEARS
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REFORMS REQUIRED BY THE NEW PROGRAMME PERSPECTIVE
CURRENT CURRICULA MODULAR CURRICULA PREPARED IN ORDER TO BE TESTED AND DEVELOPPED IN PILOT SCHOOLS
Narrow based vocational education Arrangement according to the broad base and field/branch and certificate principle
Classical programme approach Modular Programme Approach (Flexible, open, economical, useful, applicable in groups at different levels and by accumulating certificate having a diploma option.)
Do not sufficiently reflect the needs of labour market and supply-based Active involvement of the labour market and social partners to the programme development process is in question and according to the need analysis of the labour market, performance of field/branch education is in question.)
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CURRENT CURRICULA MODULAR CURRICULA PREPARED IN ORDER TO BE TESTED AND DEVELOPPED IN PILOT SCHOOLS PROGRAMLARI
Teacher-centered approach Student-centred approach
Standardization and classification of the occupations are not international based. - International Standard Classification of Education (ISCED 97) developed by UNESCO and recognized in many EU countries, is taken as a basis.
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CURRENT CURRICULA MODULAR CURRICULA PREPARED IN ORDER TO BE TESTED AND DEVELOPPED IN PILOT SCHOOLS
Curricula are often composed of subject titles. Two separate modules are prepared respectively for teacher and student and module includes method-technique, evaluation, sources, tools and equipment etc.
Certificate of attendance is awarded in case the student leaves the school in any stage of his/her education period. Certificate obtaining flexibility in case the student leaves the school in any stage of his/her education period
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CURRENT CURRICULA MODULAR CURRICULA PREPARED IN ORDER TO BE TESTED AND DEVELOPPED IN PILOT SCHOOLS
No transition between the fields. Flexible transition among the programmes of the fields and branches.
Limited participation of Social Partners There is an active involvement of Social Partners (TOBB, TUSIAD, TISK, TESK, DISK, TÜRK-IS, HAK-IS)
The opening of different departments for each of the fields in which the knowledge and skills are 80-90 common, is in question. (Electronics, Industrial Electronics, Telecommunication,) Similar occupations are gathered in the broad base. (For example Industrial electronics, medical electronics, etc. are gathered under the Electrics-electronic technology)
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CURRENT CURRICULA MODULAR CURRICULA PREPARED IN ORDER TO BE TESTED AND DEVELOPPED IN PILOT SCHOOLS
Not sufficiently sensitive to the local labour force needs, it is centre based. Sensitive to needs of local labour force and opportunity to have a certificate programme according to the local labour force.
Duration of the education is 3 years Duration of the education is 4 years including the common grade.
People who want to change their profession have to restart to the education period. People who want to change their profession have the opportunity to have their vocational training by solely taking incomplete modules.
Diploma is awarded only in the field of occupation enrolled in. It is possible to obtain a 3rd level certificate together with the diploma of the field of occupation enrolled in.
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CURRENT CURRICULA MODULAR CURRICULA PREPARED IN ORDER TO BE TESTED AND DEVELOPPED IN PILOT SCHOOLS
only for people continuing to formal education. flexibility in non-formal education and lifelong learning together with formal education
Programme development approach is based on subject addition and omission. Assessment according to the competence and thanks to modular curricula flexibility in reflecting to the education in a short period the new technologic improvements - at the end of the modular curricula flexible transition to the technologic change.
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• VOCATIONAL QUALIFICATIONS INSTITUTE LAW (VQIL)

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MYKK-VQILBackground Works

• This Law is the fruit of a long history of
  efforts since 1992 when the Government and Social
  Partners signed Occupational Standards Protocol
  and established an Occupational Standards
  Committee. The Occupational Standards Committee
  prepared around 250 national occupational
  standards and a draft law on occupational
  standards but the draft failed to be adopted.
• The efforts for the adoption of a law were
  re-launched by the EU funded Strengthening the
  Vocational Education and Training System in
  Turkey (SVET) Project, which had a dedicated
  component to develop and establish an NQS body in
  Turkey. The draft law on occupational standards
  was re-written from scratch with a wider
  perspective of a full qualifications system and
  Social Partners were fully involved in the
  development phase through project activities.

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Information on VQIL

• The Law which came into force on 7 October
  2006 following publication in the Official
  Gazette establishes the Vocational Qualifications
  Institute, a National Vocational Qualifications
  System as well as a National Qualifications
  Framework.
• The National Qualifications Framework covers
  all qualifications in primary, secondary and
  tertiary education earned through formal and
  non-formal learning ways and the law requires the
  Framework to be compatible with the European
  Qualifications Framework.

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Information on VQIL

• The Institute itself has financial and
  operational autonomy and will be managed by a
  Governing Body elected by the General Assembly.
  The Governing Body will consist of 6 members
  including the Ministry of National Education,
  Ministry of Labour and Social Security as well as
  TISK, workers, the Board of Higher Education and
  other stakeholders.
• The Institute will function in relation with the
  Ministry of Labour and Social Security.

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Expectations from VQI

• This new law would,
• End the mismatch between education and labour
  market
• Design training programs in line with
  occupational standards
• Train and certify the labour force in line with
  enterprise needs
• Facilitate employers access to qualified labour
  force and increase employment
• and support life long learning.

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VQILArticle 1 - Objective

• The objective of this Law is to determine the
  basis of national qualifications in technical and
  vocational fields based on national and
  international occupational standards, to
  establish the Vocational Qualification Institute
  in order to establish and execute the national
  qualifications system necessary for performing
  the activities concerning supervision,
  assessment, evaluation, documentation and
  certification, to determine its principles and to
  assure the arrangement of the issues related to
  National Qualifications Framework.

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Article 22 - Assessment

• Vocational qualification level shall be
  determined by the examination to be made by the
  personnel certification institutions and
  organizations accredited by the Institute.
• Principles and procedures regarding the
  examinations and the occupations and people to be
  exempt from theoretical examination shall be set
  by a regulation to be issued by the Institute.

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Article 23 - Certification

• Those who succeed in the examinations shall be
  awarded documents or certificates showing the
  level of vocational qualification approved by the
  Institute. Principles and procedures regarding
  this issue shall be set by a regulation.