National Skill Systems: A Comparative Analysis of Vocational Education and Training in Germany, Japan and Turkey

Yıl 2018, Cilt: 9 Sayı: 16, 1660 - 1698, 30.12.2018

Vildan Taşlı

https://doi.org/10.26466/opus.479392

Öz

Having
different institutional contexts (e.g. economy, society and culture), countries
follow different skill regimes to prepare their people for the labour market. A
rich body of literature examines the different characteristics of countries’
skill regimes. Drawing on the related literature, this paper introduces
varieties of skill regimes in a classification of countries’ different
approaches in shaping their skill systems. This is to capture the specifics of
institutional variety that shapes differences in an economic organisation
including skill development. The paper focuses on examining the characteristics
of the vocational education and training (VET) systems in three countries:
Germany, Japan, and Turkey. It compares the systems in these countries according
to several themes including governance and financing of VET, skill specificity,
and status of the VET system. The paper shows that three countries represent
three different types of skill regimes. In Germany, VET performs in a
consensus-led approach that entails coordination and cooperation of all social
partners while shaping the VET system. Japan, on the other hand, has a
firm-based VET system that depends on firms’ specific and different strategies
in training and employing individuals. Despite sharing some similar
characteristics with these two countries, Turkey is categorised as having a
state-led VET system in which the state plays a dominant role in shaping the
system. 

Anahtar Kelimeler

National skill systems, Vocational education and training (VET), Germany, Japan, Turkey

Ulusal Beceri Sistemleri: Almanya, Japonya ve Türkiye’nin Mesleki Eğitim Sisteminin Karşılaştırmalı Analizi

Öz

Farklı
kurumsal bağlamlara (ör. ekonomi, toplum ve kültür) sahip olan ülkeler,
insanlarını iş gücü piyasasına hazırlamak için farklı beceri rejimlerini takip
ederler. Ülkelerin beceri gelişiminde benimsediği yaklaşımları inceleyen zengin
bir literatür bulunmaktadır. İlgili literatürden yararlanarak, bu makale,
ülkelerin beceri gelişim sistemlerini şekillendirirken benimsedikleri farklı
yaklaşımları ele almaktadır. Makale, üç ülkede (Almanya, Japonya ve Türkiye)
mesleki eğitim sistemlerinin özelliklerini incelemektedir. Bu ülkeler   mesleki eğitim sistemlerinin yönetilmesi ve
finanse edilmesi, spesifik becerilerin gelişimine odaklanma ve mesleki eğitim
sisteminin toplumdaki statüsü/algısı gibi çeşitli temalara göre karşılaştırılmıştır.
Çalışmada öne çıkan önemli bir nokta incelenen üç ülkenin üç farklı beceri
rejimini temsil ettiği şeklindedir. Almanya’da mesleki eğitim sistemi tüm
sosyal paydaşların dahil olduğu ve işbirliği içinde hareket ettiği uzlaşmaya
dayalı bir yaklaşımla yönetilmektedir. Öte yandan Japonya’da, firmaların
bireyleri eğitip istihdam ederken farklı stratejiler geliştirdiği ve tüm sosyal
paydaşların katılımını gerektirmeyen daha firma-odaklı bir mesleki eğitim
sistemi bulunmaktadır. Türkiye’nin de Japonya ve Almanya ile benzer özellikler
gösterdiği noktalar olsa da, mesleki eğitim sisteminin şekillenmesinde devlet
daha güçlü bir rol oynamaktadır. 

Anahtar Kelimeler

Ulusal beceri sistemleri, Mesleki eğitim sistemi, Almanya, Japonya, Türkiye

Kaynakça

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