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VET & NQF in Turkey

VET & NQF in Turkey. Dr. Necdet Kenar MESS Training Foundation. Turkey has a relatively young population compared to European countries (2007). Total p opulation is 70.586.256. Urban population is 70,5 %, rural population is 29,5%.

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VET & NQF in Turkey

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  1. VET & NQF in Turkey Dr. Necdet Kenar MESS Training Foundation

  2. Turkey has a relatively young population compared to European countries (2007) Total population is 70.586.256. Urban population is 70,5 %, rural population is 29,5%. Turkey’s median age is 28,3 years. Population growth is an opportunity for Turkey, as working population will continue to grow until 2040.

  3. Formal education system in Turkey, 2007

  4. Vocational education and training Two main dimensions: theoretical (school training) and practical (in-company training). Vocational and technical education is provided by formal and non-formal system. Formal VET Vocational and technical secondary school (4 years) Vocational college (2 years) Non-formal VET apprenticeship system which is work-based learning Vocational courses

  5. Vocational and technical high schools Vocational and technical secondary education includes at least 19 different kinds of schools which provide training in more than 130 occupations. 39 % of secondary school enrolment is vocational education. Since 1970’s, the aim was to direct 65 % of children to vocational education and 35 % to general education. In Turkey, while there are 4.244 vocational secondary schools, only 21 of them belong to private sector (0,5%); there are 3.690 general secondary schools, 696 of them belong to private sector (19%). Due to the insufficient demand, there is a low level of private sector involvement in terms of founding vocational schools The MoNE is responsible for oversight of all vocational and technical highschools whether or not they are founded by private or public initiative.

  6. Critics of vocational education and training Lack of quality; technical capacity of school, teachers quality, management quality Lack of relevance to the labour market and in teaching methods, Mismatch between the supply and demand for skilled workers in certain occupations, Low status, prestige and reputation in society, Perception as a choice for lower achievers linked poor quality jobs andlimitet access to tertiary-type A, The inability to attract young people and families to VET, Limited opportunity for skills upgrading, Firms’ dissatisfaction with the quality of graduates, Low level of private sector involvement in VET.

  7. The VET system is under the reform process Two EU projects were implemented. “Strengthening Vocational and Technical Education Project” and “Modernization of Vocational Education and Training Project” The duration of secondary education (general, vocational and technical) was extended in 2005, from 3 to 4 years.

  8. The VET system is under the reform process In secondary VET, modular programs are applied and a flexible structure that facilities the vertical and horizontal transitions between the programs is now available. Qualifications have become broader in social and health care, metal work and machinery and construction, to mention a few. Specialization in these qualifications is still offered but in later stages. The curriculum of VET has been restructured and modernized. Textbooks has been rewritten in accordance with modular programs.

  9. New (after 2005) VET Secondary School System Field-Diploma (Example: Metal Technology) 3 th level Certification and Diploma 2 nd level certification 1 th level certification

  10. Formal vocational education • Vocational and technical high schools provide diploma to graduates of secondary vocational and technical schools • Graduates of formal VET may either attend mastership courses organized by MoNE or directly enter mastership examinations. • Those who are successful in these examinations receive a “mastership certificate”.

  11. Best Practices Example: Koç Holding Koç Holding, one of the biggest private companies in Turkey, promotes VET, with a campaign. They provide scholarship to 8000 students in VET, during 2006-2013 period. Koç also provides practical training to these scholars in its factories and workplaces. The beneficiaries are also preferred for the recruitment by Koç companies.

  12. Demand for VET is on the increase

  13. Vocational colleges 486 vocational colleges (2 years) under the universities. 500 thousand students. Student’s success rate is very low. Only 30% of students can graduate, 20% of students voluntarily drop out, 50% are dismissed. The schools are in poor quality in terms of student- teacher profiles and technical capacity.

  14. VET in non-formal education Non-formal education can be provided primarily through vocational education centers and public education centers which belongto MoNE. Apprenticeship training, which is a combination of mainly practical training provided in enterprises (4 days of a week)and theoretical training (1 day a week) provided in vocational education centers. Primary and general secondary school graduates or drop outs can continue their vocational training under the apprenticeship scheme.

  15. Apprenticeship training in non-formal vocational education • 4 steps for apprenticeship training • Candidacy of Apprenticeship • Apprenticeship (takes between 2 and 4 years according to occupation) • Journeymanship( takes 3 years training in VEC of MEB) • mastership (after journeymanship training and certificate 5 years work experience) • In order for an individual to attain journeymanship or mastership proficiency and certificate he/she has to enter journeymanship or mastership tests and be successful in them.

  16. Other organizations, universities, municipalities, employer associations, trade associations, foundations, and volunteer organizations and private education institutions can also offer non-formal education activities and they can open courses and award certificates of accomplishment. • According to Law no. 1739, other non-formal education suppliers must get permission for their education activities from MoNE.

  17. Informal learning • Informal learning is a very new concept in Turkey. • It is considered to be the sum of all overall skills individuals have acquired through work, organisational activities and family life in society. • It is considered to be very important for an individual to acquire a qualification on the basis of learning which takes outside formal education and training.

  18. Validation and Certification (present situation) • Turkey has regulations and implementations related with enabling recognition of prior experience within the VET system; • however the country does not have a standard validation methodology with informal and non-formal learning identified, assessed and recognised in a way that would lead to nationally acknowledge competency.

  19. Vocational Qualifications System has been underway Turkey has recently (2006)established Vocational Qualifications Agency(VQA) to establish and operate the Vocational Qualifications System in line with EU. Social partners are given important roles in the management of VQA and implementation of the system.. So far, we have the Agency and the system, but not the implementation. According to the system: The national occupational standards will be established, The national qualifications will be defined on the base of occupational standards. The vocational education and training will be provided in accordance with these standards and qualifications. Candidates (workforce, trainees etc.) will be tested and certificated. The occupational standards, testing and certification, the services for accreditation will be done by the institutions/organizations determinedby the VQA.

  20. Learning culture in companies and current state and demand on assessment of non- and informally acquired competences

  21. 1. General information (80% in metal sector) size of company

  22. 2. Learning culture in companies2a: knowledge best acquired2b: best way of learning in organization

  23. 2c: best two factors that promote learning at work

  24. 2d-j: statements

  25. 3. Current state and demand on assessment of non-formally acquired competences 3a: How often use written apraisals/skill matricesfor describing competence? 3b: assessment of informally and non-formally acquired competences

  26. 3c: assessment of non-formally acquired competences

  27. 3d: demand for assessment of competences

  28. 4. Competence Assessment and eportfolios • 4a:Would it be interesting for you to record competences electronically and store profiles as e.g. eportfolios?100 % yes • 4b:Could any legal problems arise when recording competences of employees electronically?96% no • 4c: Could you imagine any other problems or discussion points in your enterprise (e.g. time consuming, electronic problems, etc)?84% no

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