A Guide for Enterprises “How can Enterprises support Vocational

Transcription

V
THE ROLE OF THE THIRD PARTIES IN
VOCATIONAL EDUCATION
A GUIDE FOR “NEEDS OF ENTERPRISES
AND
STUDENTS FORVOCATIONAL EDUCATION”
Contents
1. What Is Enterprise ?............................................................................. 4
2. Definition, limits and importance of enterprise : .................................. 4
3. Who Is “Student” That Attend Skill Education In Enterprises ? .............. 4
4. What is the skill education in enterprises ? ......................................... 4
5. Status Of Young Generation In Population For Years In Turkey ............. 4
6. Fields Of Need For Vocational Training In Our Region .......................... 9
7. Questions And Results Of Survey For Applied To Enterprises And Vocational
High School Students In Our Region ........................................................ 12
From the point of view of students:................................................................................................................................ 12
From the point of view of enterprises; ........................................................................................................................... 12
8. An Evaluation Of Evaluation At Vocational Education And Probationat
Enterprises ............................................................................................. 13
Features of Enterprises in which Students have Vocational Education and Probation .................................................. 13
Opinions Of Participants On problems in Vocational Education and Probation at Enterprises ..................................... 14
9. Suggestions ....................................................................................... 14
BIBLIOGRAPHY: ...................................................................................... 18
Bu projenin yararlanıcısı Turgay Ciner Mesleki
ve Teknik Anadolu Lisesidir.
Bu projenin sözleşme makamı AB Eğitim ve
Gençlik Programları Başkanlığıdır.
OUR PROJECT
The Role of the Third Parties in Vocational Education
The target group of our project includes administrators, teachers and students at the vocational and
technical training institutions in the same region where the project partner is located and the third parties
(civil organizations, NGO's, local authorities, enterprises, professional organizations, universities and other
public_institutions.
Keeping the third party institutions out from the vocational institutions is not realistic and reasonable.
And this instrument isn’t used effectively or neglected partly by the vocational institutions in the world and
the_Europe.
Our project aims to create local vocational training platforms including all interested parts in the
participant countries and use third party institutions effectively. These platforms will organize working groups
and do academic searches.
1. What Is Enterprise ?
According to one of definitions, enterprise expresses the units or interferences that has an
economicial activities which belongs to real or juristic person. For another definition, enterprise expresses
governmentally or private associations and foundations which produce goods or service for publicity.
2. Definition, limits and importance of enterprise :
Comprehend of business-enterprise has three main meaning :
Enterprise express these three meaning ;
a) Run a machine, instrument or device.
b) The building in which there are various work or activity.
c) It is a kind of product Units which includes human-beings and materials.
In all three meaning of Enterprise states productive activity or behaviour. The first has technical specialty and
the others have technical and public specialties.
3. Who Is “Student” That Attend Skill Education In Enterprises ?
“Student” is defined to people who attend the education in an enterprise, Professional Technical
School or in a Association.
4. What is the skill education in enterprises ?
Professional Education in Enterprises means that Students of Professional Education, and Students of
Professional or Technical Schools or Association have the Skill Learning in Business-enterprises and they have
theoretical Education at the schools.
5. Status Of Young Generation In Population For Years In Turkey
The population of Turkey was 76 667 864 in 2013 and amount of 12 691 746 were youngs at the age of
“15-24”. Rate of Young population in general population was 16,6 %. Young population contains 51,2%
male, and 48,8 % female.
YOUNG POPULATION AND THE RATE OF YOUNG POPULATION IN GENERAL POPULATION,
1935, 2075
Source: TÜİK, Genel Nüfus Sayımları, 1935-1990
TÜİK, Nüfus Tahminleri, 2000-2007
TÜİK, Adrese Dayalı Nüfus Kayıt Sistemi, 2008-2013
TÜİK, Nüfus Projeksiyonları, 2023-2075
When the rate of young population was investigated in member and candidate countries in European
Union, Turkey was found the highest rate of young population. When the rate of young population in general
population was 11,5% in EU-28 members countries, it was 16,6 in Turkey.
The Following countries were listed in a row above which have the highest rates of young population;
Republic of South Cyprus 15%, Izlanda 14,7%, Macedonia 14,6%, Lithuania 13,5%,
The countries which have low rates of young population :
Italy 9,9%, Spain 10,5%, Greece 10,6
UNEMPLOYMENT RATES AND PARTICIPATION OF YOUNG GENERATION IN WORK FORCE ( 15 – 24 ) IN
EUROPEAN UNION AND OECD COUNTRIES, 2010
DISTRIBUTION OF EMPLOYED AND UNEMPLOYED PEOPLE ( 15 – 64 ) IN TOTAL EMPLOYABLE
POPULATION FOR EDUCATION STATUS IN TURKEY
When we investigate the stage of Education of employed man force, we could see that most of
employee are under the education of high school stage. ( Scheme 7 ).In the year of 2010, It was realized as that
the share of illiteracy in those employed in the group of 15-64 years was 5%, the share of high school
education below was 63%, the share of graduates from high school (general and vocational) was 21%, the
share of graduates from university was 16%. When we investigate of distribution of educational stage of the
unemployed in total workable population can be classified as that, the share of illiterates 2%, the share of high
school education below was 58%, the share of graduates high school (general and vocational) was 25%, while
the share of college and university education is seen as 15%.
DISTRIBUTION OF STUDENTS IN HIGH SCHOOL STAGE ACCORDING TO SCHOOL TYPES
Increasing the importance of vocational and technical education has been identified as an important
policy goal since the 2000s. .In addition, the important studies are being done which is also supported by the
European Commission for improving the quality of vocational and technical education. Beside these studies, as
well as projects aimed at increasing the demand for vocational and technical education institutions is carried
out by the private sector and civil society. As a result of these studies, the demand for vocational and technical
secondary education was increased.
THE SITUATION OF APPROPRIATION FOR MANFORCES TO THEİR PROFESSIONAL KNOWLEDGE
This situation also shows itself of the relevant assessment of professional competence of graduates
working in the business-enterprises. Most employers find inadequate vocational knowledge, skills, attitudes
and work habits of vocational and technical secondary school graduates.
OPINIONS OF ENTERPRISES ON THE SKILLS OF VOCATIONAL AND TECHNICAL EDUCATION GRADUATES
Employers described especially foreign language, administrative, technical and professional skills of
graduates of vocational and technical training, as “low”.
6. Fields Of Need For Vocational Training In Our Region
When chance of finding a job is considered in our region as well as in our country, graduates of
vocational and technical secondary school has more opportunity to find a job. Some businesses and personnel
situation and needs in our region in support of this opinion was as shown below.
CURRENT STAFF STUTATIONOFTHERMAL POWER PLANT MANAGEMENT OF AFŞİN ELBİSTAN /
REQUIRED STAFFS
WAGED STAFFS
TOTAL NUMBERS OF STAFF TO BE
Graduates Of Primary School
183
Vocational high school department of machine
497
Vocational high school department of electricity
119
Vocational school department of electronics
39
Vocational high school department of chemistry
12
Vocational high school department of furniture
5
Vocational training faculty
21
SITUATION OF INTERM STAFF NEEDS AT MANAGEMENT OF EÜAŞ AEL
INFORMATION OF NECESSARY PERSONNEL
TOTAL NUMBERS THAT S HOULD BE
Electrical technician
30
Mechanical technician
42
Computer operator
2
Lathe technician
50
Metal works technician
80
Chemistry technician
5
Engine technician
30
Business machine operator
20
Maintenance and repair of machines
40
Drivers of heavy duty trucks
15
Drilling staffs
70
Crane operator
5
CURRENT / REQUIRED STAFFS STUTATION OF THERMAL POWER PLANT MANAGEMENT OF AFŞİN
ELBİSTAN B
CASUAL STAFF
REQUIRED PERSONNEL IN ADDITION TO
CURRENT STAFFS
Vocational high school department of engine
Vocational high school department of machine
54
Vocational high school department of electricity
10
Vocational high school department of electronics
5
Vocational high school department of chemistry
6
Vocational high school department of computer
Vocational high school department of metal
5
Vocational high school department of lathe
5
Vocational high school department of foundry
OTHERS
Also small and medium-sized businesses in our region next to the personnel needs of large enterprises
mentioned above they need personnel who have received vocational training are shown in the table below.
VOCATIONAL HIGH SCHOOL FOR THE PURPOSE OF DISTRIBUTION OF SMALL AND MEDIUM-SIZED
ENTERPRISES IN OUR REGION
PROFESSION
Number
Sales of Computer Consumables
Manufacturing, assembly and Sales of Steel Door
Forging (hot and cold forging)
5
1
12
Electrical Equipment Manufacturing, Sales and Repairing
7
Electrical Installations
8
Electrical Appliances and Household Appliances Manufacturing, Sales and Repairing
11
Electronic Equipment Appliances Sales, Maintenance and Repairing
4
Electronic and Electro Mechanical Office and Computing Machinery Installation, Maintenance
3
and Repairing
Every type of medical and sanitary materials manufacture, Sales and Repairing of Building
12
Materials Manufacturing and Selling
Cable TV, Digital TV, FM-TV Transmitters, Satellite Systems, Antenna Founder Maintenance,
2
Sales and Repairing
Heating and Plumbing Manufacture, Sales, Installation and Repairing
1
Welding
3
Plumbing Supplies Manufacturing and Sales
2
Sanitary Plumbing
4
Turning and Lathe (Frezecilik, Dragline, Planyacılık, Grinding, Tool Sharpening)
3
7. Questions And Results Of Survey For Applied To Enterprises And Vocational High School Students In
Our Region
From the point of view of students:
1. When it is asked for opinions on the most appropriate option in learning the knowledge and skills
related to the profession of students;
Regarding the teaching of knowledge and skills of vocational education, our students states that 46.7% of them
think, all knowledge and skills should be taught at school, 37.5% of them think, theoretical knowledge should
be taught at school and skills at enterprises and 15,8% of them think that the both should be taught at
enterprises.
2. The information that you learn in school as skills and work habits how extent did you acquire issues;
41.7% of our students have chosen the option of “very” and 40% of them have chosen the option of “much
rather”. In total, 81.7% of our students stated that they have chance to learn the skills acquired skills and work
habits in school.
3.
To the question of what level of overlap with the knowledge and skills obtained in school to gained at
the enterprises;
34.2% of our students answer it as “Very” , 34.2% of them gave as “much rather”, while 18.3% of them gave
“partial” as answer.
From the point of view of enterprises;
1. What is level of overlap of Vocational Education at school for the need of your company's needs ?
45.5% of Business-enterprises that surveyed gave “Partly”, 27.3% of them have chosen “Quite” and 18.2% of
them gave “well enough "as answer. In a total, 90.09% of the companies stated that it is important to
vocational training.
2. What level of training staff members do you prefer to meet the needs of your business?
It is observed that Business-enterprises prefer 100% of vocational school graduates for the staff needs
of enterprises in our region.
3. What is extent of students’ professional motivation who attends your company for skills training?
Professional motivation of students who attend to the skills training in enterprises was found as 9,1% of
them “rather well”, 9.1% of them “partially good "and 81.8% of them “minimal”
4. What is the level of education at the school for viability of your business?
81.8% of respondents who surveyed stated the applicability of the Education at the school into the Businessenterprises as; “Partially Applicable”
5. What is the degree of overlap of the equipment which is taught at the school with the tools and
techniques used in the hardware business?
To the Question of the degree of overlap the equipment at the schools with the Business Tools used in
Enterprises, Business-enterprises that surveyed gave 36.4% of them “Much Rather”, 36,4 of
Respondents “Partially” and 18,2% of all “Low Rate” as answer.
8. An Evaluation Of Evaluation At Vocational Education And Probationat Enterprises
The conclusions drawn from the findings made in this survey for the assessment of vocational education and
training practices business are described below.
Features of Enterprises in which Students have Vocational Education and Probation
a) Vocational high school students in vocational education and training generally practice in medium and
small scaled Enterprises which belongs to private sector
b) The students of vocational high school department of Health generally practice in large-scaled
enterprises which are state-owned.
The methods and criteria for Selection of Enterprises, where the students of Vocational high school
department of Healt hand other Vocational High school practise, are not found as “Eligible Enough”
In the general opinions and suggestions "inadequate number of enterprises in education and business of at least
80% must have the qualifications to transfer the students to place the subjects in the curriculum of the
equipment makes it difficult to find business" phrase is emphasized by the participants.
c) Vocational high school students having not that much difficulty to find Enterprises to practise of
vocational education and training skills. While finding an Enterprise, it is almost close to each other with the
rates of School Administration, teachers and parents of students. But the rate of demand for students by
Enterprises is quite remarkable.
In the absence of business, where the students of vocational high school department of health do
vocational education and training, has been found difficult and largely it is operated by school administration.
“The fact that the numbers of the students in education and whereas lack of Business-enterprises” are given as
the reason fort this situation in the public comments and suggestions.
d) Around the reasons of providing the opportunity of vocational training to the students of Vocational
High school in Business-enterprises, "Necessary of Required for the educated staff to be employed” is showed.
This situation shows that Business-Enterprises are in positive approach for our Vocational Education System
and in an effort to contribute positive approach. (80%) of Business-Enterprises, which provide Vocational
training opportunity to students of Vocational High school Department of Health in the workplace, show "to be
legally bound" as a main reason to providing.
Opinions Of Participants On problems in Vocational Education and Probation at Enterprises
1. Students take it as a problem not to be counted the student insurance as the insurance services of
general health insurance while the students are in both life of business and vocational training
implementation but even that they are not covered by Social Security Check.
2. It is stated that to transportation has difficulties to some enterprises (especially in large cities) despite
being away 30-40 km due to the municipal boundary is drawn, as well as extra fee (allowances etc.) for
the teachers as the coordinator isn’t being paid for these enterprises, even this enterprises are kept the
similar to business in a few kilometers.
3. Being open to review for some of the issues contained in the legislation is caused the differences of the
perception and interpretation around the different circles.
4. It is seen that modular education programs which are used in Vocational Education isn’t suitable to
system of pass the class.
9. Suggestions
1) In the research, it is found that it is faced with problems of finding an Business-enterprises for students of
Vocational High school Department of Health to have vocational education and training and the vast
majority (80%) of Enterprises, in which vocational training are done, are accepting the students because
of being legally. It is thought that Educational practices based on the principles of necessity does not
reach the target at the desired efficiency. For this reason, Business-enterprises and personnel's where the
students attend for Vocational skills and training implementation, should be informed about the purpose,
scope and principles of Vocational Education.
It should be emphasized to these Business-enterprises that graduate students will be employed in their
companies and the fact that the institutions themselves will be reflected in the contribution of well-trained
workforce.
2) Interested person who is responsible for Vocational high school students, are weak to transfer of
vocational education and training plan which is in the application for the curriculum the knowledge and
skills in business and they are inadequate to provide professional attitudes and habits to students while
they don’t have enough information about the vocational training legislation, they don’t understand the
explanation of the programs to fill the documents, development table etc. which are included in
Vocational Education programs correctly. Although vast majority of coordinator teachers are aware of
the issues about the Business-Enterprises which should be fixed, the teachers don’t offer any “ in-service
education” to eliminate this lack of information and The Ministry doesn’t have enough course for these
issues which are offered in a limited numbers.
By review the content and processes of the Master trainer programs given by vocational training centres ;
a) Evaluate the use the structure of vocational and technical education programs in education and the
implementation of the modular description,
b) Filling the student growth chart and etc. documents,
c) Renewal of issues regarding the vocational training legislation if necessary,
d) It should be provided for The Master Trainer to attend the in-service courses which will improve them
to enough stage about the mentioned subjects below.
3) It is stated that coordinator to be separated from the teachers as appropriate place in business,
especially in business where they spend the whole day training of health professions high school
teacher, was determined not provided the venue dressing and will do the rest. It is found that the
Enterprises which are applied for the program couldn’t get the supplies enough which are needed for
some activities, work, Project and programs, and also it isn’t provided to students to have opportunity
about Professional experience in different department of their Enterprises. It is found also that they don’t
provide the students social opportunities, some Enterprises doesn’t pay any wage to students and private
professional organizations found in the training area don’t contribute enough approach to the vocational
education.
With cooperation between national education directorate of education and professional organizations in the
province;
a) It is provided by the enterprises what the teachers required appropriate physical environment and ease to
fulfill their coordinating services and operation
b) It should be provided by the Enterprises the required materials which is used for curriculum of Education,
work, project and etc. activities or Business-Enterprises whose economical conditions aren’t good, should
be supported for supply of the required materials which doesn’t exist in those enterprises.
c) It should be fixed for students to having benefit from social opportunities of business,
d) The Business-enterprises should be ensured to pay wage to students at least amount of payment which is
specified in the law.
With the cooperation of Ministry of Education and Ministry of Health;
a) It should be provided by the Enterprises the required materials which is used for curriculum of Education,
work, project and etc. activities or Business-Enterprises.
b) A classroom should be created for teachers to theoretical education in the enterprises where the students
of the Vocational High school Department of Health go for training
c) The teachers should explain the lesson at a certain time of the day by bringing the students together in
this created classroom who are in the different units of Enterprise.
d) It is provided to leave the practice-based training to responsible member of units and the responsible of
f)
g)
e)
4.
units who wishes to undertake this responsibility is provided to take the certificate of master trainer or
they should be informed about implementation of vocation bal training in enterprises.
It should be fixed for students to having benefit from social opportunities of business.
Students should have chance of train in different units of enterprises in a certain period of time in a year.
The Business-enterprises should be ensured to pay wage to students at least amount of payment which is
specified in the law.
The following have been found by the research on students who has training at the school;
It benefits ;
a.
b.
c.
d.
To development of professional skills and knowledge of students,
To improve their professional attitudes and habits,
To adapt to working life,
The growth in real business environment,
And it doesn’t benefit;
a. To recognize enough the equipment and Non-school facilities which are appeared in the Businessenterprises.
The Training Implementation whose main purpose is to recognize the students work life and orientation them
to work life, should be ensured by the business-enterprises. If there is no business-enterprise that are still
operating in a sufficient number in education area, students should be directed alternately in the groups. Also in
business outside the region should be taken to ensure their students do internships of training. In the
unavoidable situations, students should train in the schools which have fund for operations in the region
5. It is stated lack of the number of schools which are giving compensation education after the education of
skill training in Business-enterprises and the schools which are giving compensation education, aren’t as
qualified as they could meet the needs. The participants were asked to indicate the problems encountered
in the vocational education and training in Business-Administration in the last part of the data collection
instruments used in this study ( survey ).
Among the problems are mentioned the following issues; “
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It is not given the appropriate training courses in business which are related to education programs at
school.
The enterprises doesn’t have any attitudes to obtain the students skill, attitudes and behaviors.
The students have another works to do.
The lessons aren’t similiar to practice in Business-enterprises.
It isn’t provided to students to have education by rotation in different units in the company.
There are lots of differences between the lectures at school and the training course in Businessenterprises”.
However, students are not given adequate training in professional skills and knowledge in business. These data,
when operating in the lack of teaching staff and located in conjunction with the lack of practical materials in
the curriculum, vocational training compensation after the application is considered to be inevitable in the
business of making education. It should be provided to coordinator teachers to investigate the curriculation of
the training implementation which is done in Enterprises to subject into the education programs. Special
remedial teaching program must be prepared for each student for the missing issues identified after the
examination. Flexibility should be provided for time to remedial teaching to catch-up education program.If it is
necessary for students to have remedial education about non-compensation matters relating to machinery and
equipment which doesn’t exist at school, the students should be tried to remove the needs of remedial training
of students by cooperating with the schools which has the required machinery and the equipment.
6. In the survey, The participants has been requested to indicate their problems in the vocational education
and training in business administration.
Around the participants explicitly issues following are identified ;
 Open-ended terms those are in the descriptions in the legislation create shortage.
 Students have insufficient social security rights.
 There are some problems with finding the companies because of legislation.
 Education programs which are based on modular structure is not appropriate to the passing system of
class.
Arrangements should be made in legal arrangements for the vocational education and training practices in
business and these arrangements should include:
a)
The introduction of a more obvious case of legislation in the statement must be provided, it
should be eliminated differences in interpretation.
b)
Legislation should be restated in its entirety coordinator of the declarations for businesses from
the school, teachers, coordinators, etc. The number of business they do. criteria should be implemented taking
into consideration the regulations in fees and allowances paid.
c)
It is provided to students who are in vocational education and training practice to be taken the
under social security or they should be counted in the retirement services in the event of payment through
borrowing. The measures which are being taken in the company of the flow of students and vocational students
of vocational education and training will contribute to the implementation of more ambitious way.
d)
Thanks to vocational and technical secondary schools in ensuring the transition to a modulebased course pass system, the implementation of modular training system will be more effective and efficient.
By our Ministry, Studies and draft model legislation has been developed for vocational and technical
education institutions and the measuring module based on the implementation of the evaluation system to meet
this need.
The implementation was completed as soon as the relevant study would be a positive
development that meets our expectations in terms of vocational and technical education system.
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BIBLIOGRAPHY:
Milli Eğitim Bakanlığı Ortaöğretim Kurumları Yönetmeliği
Durum Analiz Mektubu (www.mesleklisesimemleketmeselesi.com)
Afşin Elbistan Kömür İşletmeleri
Afşin Elbistan B Termik Santrali İşletmeleri
Afşin Esnaf ve Sanatkarlar Odası
Küçük ve Orta Ölçekli İşletmeleri Geliştirme ve Destekleme İdaresi Başkanlığı (Kosgeb.gov.tr)
Milli Eğitim Bakanlığı ,İşletmelerde beceri eğitimi ile staj uygulamalarının değerlendirilmesi,2011
Mesleki Eğitimin Sorunlarına İlişkin İşverenlerin Görüşleri F. Çobanoğlu, İbrahim Tuncel 11-13 Kasım
2010, Antalya
Milli Eğitim Bakanlığı Stratejik Planı (2010 B201
MEB, Meis Sorgu Modülü 10.01.2011
http://www.tisk.org.tr/isveren_sayfa.asp?yazi_id=963&id=559
http://www.tisk.org.tr/isveren_sayfa.asp?yazi_id=963&id=55
http://orgm.meb.gov.tr/OzelEgitimProgramlar/meslekiegitimmerkprog/acikla malar.htm

A Guide for Enterprises “How can Enterprises support Vocational

Transcription

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