Transcript PowerPoint Sunusu
MINISTRY OF EDUCATION KIRSEHIR PROVINCIAL DIRECTORATE TURKISH VET REFLECTIONS
1
22-24 APRIL 2013 – MODENA WORKSHOP
2
CURRENT VET SITUATION IN TURKEY
WHY…
3
Turkey has entered the same fast track with the advanced countries and the current aim is to bridge the gap ... Turkey, within its perspective to join EU, has to achieve a sound, structural transformation, at the basis of which lies producing and exporting high value added goods. One of the primary conditions for achieving this goal is qualified labor force. That is why we announce that Vocational High School is the problem of this country. Mustafa Koç (CEO of the influential KOC group in Turkey)
WHY…
4
The source of unemployment today stems from the fact that what the industry needs and the skills our schools produce do not correspond to each other (the Chairman of The Union of Chambers and Commodity Exchanges of Turkey Hisarcıklıo ğ lu, 2006)
5 Number of Schools, Students and Teachers in Vocational and Technical Secondary Education in the Scholastic Year 2010-2011
TURKISH VET ANALYSIS
6
As seen in Table 1, the student/teacher ratio is high in Turkey with 18.19 at an average compared to European countries in which the ratio is about 10 at an average and there is a trend to fall down on behalf of students (Nielsen, 2004). The student/teacher ratio in Turkish TVET high schools is nearly twice higher than those of European countries.
7
TURKISH VET ANALYSIS
Although that issue looks a strain, that high student/teacher ratio can be an opportunity for the graduates of Technical and Vocational Education Faculties to be appointed as TVET teachers when taken into consideration the fact that in 2010 in Turkey 70000 people graduated from technical education faculties were still expecting to be appointed as a teacher for TVET high schools.
8
TURKISH VET ANALYSIS
On the condition that all of the 70000 ex-graduates are appointed as a technical and vocational teacher, the ratio will be approximately 10 students per teacher. Thus this arrangement can solve the unemployment problem of ex-graduates of technical and vocational education faculties.
9
GENERAL EDUCATION SYSTEM
CURRENT SYSTEM OF VET
10
Relations of Institutions – Industry The method of execution regarding the relations between the vocational secondary education institutions and the business world is regulated by a legal framework with 3308 numbered Vocational Education Law/Mesleki E ğ itim Kanunu and Vocational and Technical Education Regulation/Mesleki ve Teknik E ğ itim Yönetmeli ğ i. Gaining experience in businesses is the fundamental element for the students attending vocational and technical education in Turkey. Such relation is furnished by means of the skill education denominated as “Vocational Training in Enterprises”, executed on the basis of institution – business partnership.
CURRENT SYSTEM OF VET
11
Vocational education in enterprises commence with the start of academic year and ends as the end of academic year. Skill education in the enterprise for three days of the week and theoretical education in the institution or educational unit for two days of the week is essential. (Article 191). In cases when it is not possible to render vocational training in the enterprises, the pupils are obliged to undergo an internship period in an enterprise.
12
CURRENT SYSTEM OF VET
The term for this internship period is stipulated as not less than 300 hours (Article 59). Furthermore, it is obligatory to form placement to work and monitoring unit in vocational and technical education institutions for the graduates (placement to work and monitoring unit).
13
PROBLEMS IN VET IN TURKEY
Problems related to administration and legislation of education
14
Decision-making process is concentrated, lack of autonomy of school managers to adapt and be responsive to the rapidly changing needs of the school environment industry.
Insufficient participation of companies, at local level, in decision making processes about education. Need to update the legal frame according to present needs.
Problems related to curriculum development
15
Curricula have been developed without taking into account business needs. Curricula built following a "narrow specialisation fields" approach: lack of a broad basic foundation of skills and knowledge in graduates. Although, the apprenticeship system is better meeting the needs of youngsters and adults, than the formal education system because it provides apprentices with a broader range of taught skills. Not enough transference of concepts, abilities and skills from "general academic" courses to the world of work. A flexible structure integrating formal and non-formal education systems could not be established.
16
Problems related to educational methodology
Teaching methods applied are incompatible with students' learning styles. A different teaching approach with stronger training support- is needed. Educational technology resources cannot be utilized adequately.
Problems related to vocational orientation, information and counselling
17
There is not enough network information about career awareness. Insufficient counseling mainly at basic education level. Insufficient job placement services
18
Problems related to assessment and certification in education
A testing system based on occupational standards does not exist. A relationship with international standards has not been developed. A relationship between occupational standards and certification systems has not been developed.
Problems related to teachers
19
Teachers do not have enough contacts and experience with companies. They do not have enough training (either pre service or in-service). Unbalanced geographical distribution of teachers in the country Accumulation in certain branches occurs in big cities. Insufficient salaries to compete with industry.
20
WHY & HOW
Suggestions….
IDEAS…
21
The student is motivated in such a way that and they are inculcated such beliefs that they assume that the brand will collapse were it not for them. In other words, they are told that they are significant and they are the ones to improve Toyota or they are the ones to increase the quality of Toyota. You are a part of this system … A state of belonging is inspired and the message that they are a member of a big family is conveyed. This, of course, directly binds the student. Their shirts are different. Volkswagen or Mercedes is written on their back. The color is different. They are perceived in a different way at school. «A teacher’s statement from Labor»
WHY & HOW
22
Lack of industrial oriented approach. For years, schools and curricula have been organized and implemented regardless of the realities of the world of work. In modern industry, there are new capabilities and skills that workers should have in order to perform efficiently (communication skills, team spirit, interaction and co-operation with peers, solving problem attitudes, etc.).
23 WHY & HOW
Full financial responsibility of the Government. All the financial load of the vocational training falls on governmental budget. As it is known this "full financial responsibility" also implies that the government should make decisions about allocation of funds.
WHY & HOW
24
The establishment of Occupational Standards is a process already started in Turkey, which needs to be continued to reach a higher number of occupational families- and reinforced, through a wider participation of actors coming from the industry and the research environment.
WHY & HOW
25
Curriculum Development activities should be consolidated and improved, also by involving a wider number of actors, in its production and final approval by the Board of Education. Curricula should reach the level of training programs, adopting a modular methodology.
WHY & HOW
26
In the management of the schools it is required to allow a margin of autonomy enabling schools to make an active use of this flexible and adapted curricula. This autonomy should also lead schools to establish partnership arrangements with companies concerned by the type of training provided by the schools. Partnerships should include: definition and updating of training needs, agreements of training activities (in schools and in companies), equipment required in the schools' workshops, training of trainers, final placements of school students in companies.
WHY & HOW
27
Training provision and its results should be evaluated according to holistic methods assessing the following issues: Not only the students knowledge (in form of a subject centred exam), but The actual acquisition of skills and abilities acquired (according to the Occupational Standards), The training programmes followed by these students, The conditions in which they have been provided (resources, quality of the partnerships), and Their readiness to start working in companies and accomplish the corresponding tasks
28
Strengthening the institutional capacity of training stakeholders.
The previous recommendation is based on effective partnership agreements between the school system and the industry. Such a strategy requires the different training stakeholders to be capable of undertaking their obligations, according to a new sharing of responsibilities among public administration, the social partners' representatives and individual companies.
29
Establish an open, flexible and transparent Continuing Training System
Next challenge -following vocational training improvement- should be building from this base a system to apply the principle of life-long learning. The extension of Continuing Training activities to a larger number of companies (particularly to SMEs) is a clear need for any economy facing globalization
30
NEXT PHASE !!!
We are trying to raise the number of the students attending Vocational Education in Secondary Education due to high level of need in industrial sector…
31
TEŞEKKÜRLER THANK YOU DANKESCHÖN GRAZIE
22-24 APRIL 2013 MODENA, IT MINISTRY OF EDUCATION KIRSEHIR PROVINCIAL DIRECTORATE http://kirsehir.meb.gov.tr