TY  - JOUR
T1  - National Skill Systems: A Comparative Analysis of Vocational Education and Training in Germany,  Japan and Turkey
TT  - Ulusal Beceri Sistemleri: Almanya, Japonya ve Türkiye’nin Mesleki Eğitim Sisteminin Karşılaştırmalı Analizi
AU  - Taşlı, Vildan
PY  - 2018
DA  - December
Y2  - 2018
DO  - 10.26466/opus.479392
JF  - OPUS International Journal of Society Researches
JO  - opus
PB  - İdeal Kent Yayınları
WT  - DergiPark
SN  - 2528-9527
SP  - 1660
EP  - 1698
VL  - 9
IS  - 16
LA  - en
AB  - Havingdifferent institutional contexts (e.g. economy, society and culture), countriesfollow different skill regimes to prepare their people for the labour market. Arich body of literature examines the different characteristics of countries’skill regimes. Drawing on the related literature, this paper introducesvarieties of skill regimes in a classification of countries’ differentapproaches in shaping their skill systems. This is to capture the specifics ofinstitutional variety that shapes differences in an economic organisationincluding skill development. The paper focuses on examining the characteristicsof the vocational education and training (VET) systems in three countries:Germany, Japan, and Turkey. It compares the systems in these countries accordingto several themes including governance and financing of VET, skill specificity,and status of the VET system. The paper shows that three countries representthree different types of skill regimes. In Germany, VET performs in aconsensus-led approach that entails coordination and cooperation of all socialpartners while shaping the VET system. Japan, on the other hand, has afirm-based VET system that depends on firms’ specific and different strategiesin training and employing individuals. Despite sharing some similarcharacteristics with these two countries, Turkey is categorised as having astate-led VET system in which the state plays a dominant role in shaping thesystem.
KW  - National skill systems
KW  - Vocational education and training (VET)
KW  - Germany
KW  - Japan
KW  - Turkey
N2  - Farklıkurumsal bağlamlara (ör. ekonomi, toplum ve kültür) sahip olan ülkeler,insanlarını iş gücü piyasasına hazırlamak için farklı beceri rejimlerini takipederler. Ülkelerin beceri gelişiminde benimsediği yaklaşımları inceleyen zenginbir literatür bulunmaktadır. İlgili literatürden yararlanarak, bu makale,ülkelerin beceri gelişim sistemlerini şekillendirirken benimsedikleri farklıyaklaşımları ele almaktadır. Makale, üç ülkede (Almanya, Japonya ve Türkiye)mesleki eğitim sistemlerinin özelliklerini incelemektedir. Bu ülkeler mesleki eğitim sistemlerinin yönetilmesi vefinanse edilmesi, spesifik becerilerin gelişimine odaklanma ve mesleki eğitimsisteminin toplumdaki statüsü/algısı gibi çeşitli temalara göre karşılaştırılmıştır.Çalışmada öne çıkan önemli bir nokta incelenen üç ülkenin üç farklı becerirejimini temsil ettiği şeklindedir. Almanya’da mesleki eğitim sistemi tümsosyal paydaşların dahil olduğu ve işbirliği içinde hareket ettiği uzlaşmayadayalı bir yaklaşımla yönetilmektedir. Öte yandan Japonya’da, firmalarınbireyleri eğitip istihdam ederken farklı stratejiler geliştirdiği ve tüm sosyalpaydaşların katılımını gerektirmeyen daha firma-odaklı bir mesleki eğitimsistemi bulunmaktadır. Türkiye’nin de Japonya ve Almanya ile benzer özelliklergösterdiği noktalar olsa da, mesleki eğitim sisteminin şekillenmesinde devletdaha güçlü bir rol oynamaktadır.
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UR  - https://doi.org/10.26466/opus.479392
L1  - https://dergipark.org.tr/en/download/article-file/587385
ER  -