02 SES 14 A, Diverse Perspectives on VET
The students entering higher vocational schools in Turkey are distinctly different. Higher vocational school students have their own university entrance procedure and their own characteristics. Before that, when the VET students graduate from Vocational Schools they pass the Higher Vocational school without entering any exam. In 2015 school entrance laws of Vocational Schools were changed. According to the new regulations, % 60 of Higher Vocational Schools students were entered the program with their high school cumulative and their choices. %40 of the Higher Vocational Schools students were started the program by entering Higher Education entrance Exam, than got a score and chose one of the programs that they wanted to study. Before that only VET students can continue the Higher Vocational Schools.
Turkish government has attached greater importance, and has provided more support to higher vocational education in the last decade. At the beginning of this year, in 2016 Prime Minister of Turkey Prof. Dr. Ahmet Davutoglu announced that Turkish Government encourages the vocational high school students and university students to do internships. In addition, he also noticed that Turkish government is going to support the projects of students with the unrequited cash money which is approximately 15500 Euro. Turkish Government has also provided income tax exemption to the young people for 3 years during the establishment of a new business and their investments.
In Turkey, higher education has been the most attractive education option for Turkish students. However, in recent years there has been an increase in the number of unemployed university graduates rates. Therefore, students have begun to enroll more vocational schools and vocational high schools (Barabasch & Petrick, 2012). According to the Council of Higher Education (YÖK) statistics, the number of students in higher vocational schools was increased by more than % 13.4 compared to students in four-year departments from the academic year 2013-2014 to 2014-2015 (https://istatistik.yok.gov.tr/).
In recent years, unemployment has become Turkey’s one of the most important problem. According to statistics of Turkish Statistics Institute, unemployment rate was increased %10,5 at the end of 2015. Unfortunately, unemployed rate of young population is very high (http://www.tuik.gov.tr/PreHaberBultenleri.do?id=21568). The aim of vocational school programs was to train high qualified workforce and to develop professional skills and technologies of Turkish business world. Vocational and technical education has the power to influence the industrial and economical growth of the country. As a result of this knowledge, developed countries put special emphasis on vocational and technical education at the secondary and higher education level within their education system. In addition, developing countries spend great efforts to improve vocational and technical education for the purpose of increasing the quality of the workforce which is necessary for the development of the society and for a more powerful economy (Adiguzel and Cardak, 2009). The importance of higher vocational schools is increasing; the interests about their future plans are increasing day by day.
Adiguzel and Cardak, 2009.An Evaluation of the "Computer Technology and Programming" Curriculum in the Vocational Higher Education System in Turkey. Journal of Industrial Teacher Education.Vol:45 No:3, pp.61-83 Barabasch, A. & Petrick, S., (2012). Multi-level policy transfer in Turkey and its impact on the development of the vocational education and training (VET) sector. Globalisation, Societies and Education,Vol. 10, No. 1, March 2012, p. 119-143. https://istatistik.yok.gov.tr/ http://www.tuik.gov.tr/PreHaberBultenleri.do?id=21568 Kursun, D.U., (2011). Vocational Higher Education in Turkey: The Urgent Need for Privatization. International Journal of Vocational Education and Training Vol. 19 No:1, pp.98-109.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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