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School-Based Improvement in VET: “The 1,000 Schools in Vocational Education and Training Project”

Year 2022, Volume: 11 Issue: 2, 268 - 279, 20.06.2022
https://doi.org/10.14686/buefad.1096198

Abstract

Vocational education and training (VET) faces a significant transformation after the 2000s, due to the widespread use of automation and artificial intelligence-based production technologies. VET also have other struggles including higher student flow to academic track and higher rate of socioeconomically disadvantaged students in VET institutions. In this context, it is of great importance to improve the school climate of VET institutions. The “1,000 Schools in Vocational Education and Training Project” was initiated by the Ministry of National Education (MoNE) in order to extending the paradigm shift in recent years in VET. This study aims to evaluate how school-based improvements are made across Turkey in the project. The project, which is the largest-scale programme for the improvement of Turkish VET system, covered approximately 25% of VET high schools in Turkey. Within the scope of the project, 1,000 disadvantaged schools based on education indicators were selected. As a part of multi-stage support; more than one hundred thousand students attended academic support programs, and more than four hundred thousand students attended psychosocial support and coping with addiction trainings. The number of participants in pedagogical and leadership skill programme for teachers and school administrators has exceeded three hundred thousand. Parents’ participation in open secondary schools, open high schools and vocational courses was encouraged, and more than 11 thousand parents were ensured to attend these trainings. Within the improving of schools’ physical infrastructure, new laboratories and libraries were established and workshops in schools. The project proofs that the school climate can be improved via multi-stage support and it has become a practical model the "10,000 Schools in Primary Education Project".

References

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  • Anderson, C. S. (1982). The search for school climate: A review of the research. Review of Educational Research, 52(3), 368–420.
  • Arum, R., & Velez, M. (Eds.) (2012). Improving learning environments: School discipline and student achievement in comparative perspective. Stanford University Press.
  • Banerjee, P. A. (2016). A systematic review of factors linked topoor academic performance of disadvantaged students in science and maths in schools. Cogent Education, 3(1), 117844.
  • Barrera-Osorio, F., Fasih, T., & Patrinos, H. (2009). Decentralized decision-making in schools: The theory and evidence on school-based management. World Bank.
  • Barrera-Osorio, F., Kugler, A. D., & Silliman, M. I. (2021). Hard and soft skills in vocational training: Experimental evidence from Colombia. NBER Working Paper Series – 27548. https://www.nber.org/system/files/working_papers/w27548/w27548.pdf
  • Barrett, P., Treves, A., Shmis, T., Ambasz, D., & Ustinova, M. (2019). The impact of school infrastructure on learning: A synthesis of the evidence. The World Bank Group. International Developments in Focus. https://files.eric.ed.gov/fulltext/ED604388.pdf
  • Becker, G. S. (1962). Investment in human capital: A theoretical analysis. Journal of Political Economy, 70(5), 9–49.
  • Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2016). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425–469.
  • Berkowitz, R. (2020). School matters: The contribution of positive school climate to equal educational opportunities among ethnocultural minority students. Youth & Society, https://doi.org/10.1177/0044118X20970235
  • Berliner, D. C. (2009). Poverty and potential: Out-of-school factors and school success. Arizona State University Education Policy Research Unit. https://files.eric.ed.gov/fulltext/ED507359.pdf
  • Caillods, F. (1998). Education strategies for disadvantaged groups: Some basic issues. International Institute for Educational Planning Contributions - No. 31, UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000114204/PDF/114204eng.pdf.multi
  • Carter, P. L. (2018). The multidimensional problems of educational inequality require multidimensional solutions. Educational Studies, 54(1), 1-16.
  • Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180–213.
  • Cotton, K. (1989). Expectations and student outcomes. School Improvement Research Series, https://educationnorthwest.org/sites/default/files/expectations-and-student-outcomes.pdf
  • Crans, S., Gerken, M., Beausaert, S., & Segers, M. (2021). The mediating role of social informal learning in the relationship between learning climate and employability. Career Development International, 26(5), 678-696.
  • Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the whole child: Improving school climate to support student success. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Educating_Whole_Child_REPORT.pdf
  • Doran, J. (2004). Effective school characteristics and student achievement correlates as. Electronic Theses and Dissertations, 2004-2019. 182.
  • Finn, J. D., & Voelkl, K. E. (1993). School characteristics related to student engagement. The Journal of Negro Education, 62(3), 249-268.
  • Foley, P. (2007). The socio-economic status of vocational education and training students in Australia. National Centre for Vocational Education Research. https://www.ncver.edu.au/__data/assets/file/0013/3406/sp407.pdf
  • Hampden-Thompson, G., & Johnston, J. S. (2006). Variation in the relationship between nonschool factors and student achievement on international assessments. US Department of Education National Center for Educational Statistics. https://eprints.whiterose.ac.uk/72575/1/Non_school_factors.pdf
  • Holzberger, D., Reinhold, S., Lüdtke, O., & Seidel, T. (2020). A meta-analysis on therelationship between school characteristics and student outcomes in science and math –Evidence from large-scale studies. Studies in Science Education, 56(1), 1-34.
  • ILO (2021). Digitalization of national TVET and skills systems - Harnessing technology to support LLL: An enquiry and action framework. https://www.ilo.org/wcmsp5/groups/public/---ed_emp/---emp_ent/documents/publication/wcms_826682.pdf
  • Kotok, S., Ikoma, S., & Bodovski, K. (2016). School climate and dropping out of school in the era of accountability. American Journal of Education, 122(4).
  • Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: A review of the literature. Review of Education, 3(2), 103-135.
  • Kwong, D., & Ryan, J. (2015). School climate for academic success: A multilevel analysis of school climate and student outcomes. Journal of Research in Education, 25(2), 68-81.
  • Lombardi, E., Traficante, D., Betton, R., Offredi, I., Marisa, G., & Mirta, V. (2019). The impact of school climate on well-being experience and school engagement: A study with high-school students. Frontiers in Psychology, 10, doi=10.3389/fpsyg.2019.02482
  • MacNeil, A. J., Prater, D. L., & Busch, S. (2009) The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12(1), 73-84.
  • Margrain, S.A. (1978). Student characteristics and academic performance in higher education: A review. Res High Educ, 8, 111–123.
  • Maxwell, S., Reynolds, K. J., Lee, E., Subasic, E., & Bromhead, D. (2017). The impact of school climate and school identification on academic achievement: Multilevel modeling with student and teacher data. Frontiers in Psychology, 8, doi: 10.3389/fpsyg.2017.0206.
  • McMahon, S. D., Wernsman, J., & Rose, D. S. (2009). The relation of classroom environment and school belonging to academic self-efficacy among urban fourth- and fifth-grade students. The Elementary School Journal, 109(3), 267-281.
  • MEB (2019). PISA 2018 Türkiye raporu. Eğitim, Analiz ve Değerlendirme Raporları Serisi No: 10. MEB Yayınları.
  • MEB (2020a). 2020 yılı Liselere Geçiş Sistemi (LGS) kapsamında ilk yerleştirme sonuçları. Eğitim, Analiz ve Değerlendirme Raporları Serisi No: 14. MEB Yayınları.
  • MEB (2020b). TIMSS 2019 Türkiye raporu. Eğitim, Analiz ve Değerlendirme Raporları Serisi No: 15. MEB Yayınları.
  • MEB (2021a). 2021 yılı Liselere Geçiş Sistemi (LGS) kapsamında ilk yerleştirme sonuçları. Eğitim, Analiz ve Değerlendirme Raporları Serisi No: 18. MEB Yayınları.
  • MEB (2021b). OECD Sosyal ve Duygusal Beceriler Araştırması Türkiye raporu. Eğitim, Analiz ve Değerlendirme Raporları Serisi No: 19. MEB Yayınları.
  • MEB (2022). Yüz yüze eğitime dönüşte 180 Gün: 6 Ağustos 2021 – 6 Şubat 2022. MEB Yayınları.
  • OECD (2012). Equity and quality in education: Supporting disadvantaged students and schools. OECD Publishment.
  • Özer, M. (2019a). Reconsidering the fundamental problems of vocational education and training in Turkey and proposed solutions for restructuring. İstanbul Üniversitesi Sosyoloji Dergisi, 39(2), 1–19.
  • Özer, M. (2019b). Background of problems in vocational education and training and its road map to solution in Turkey’s Education Vision 2023. Journal of Higher Education and Science, 9(1), 1–11.
  • Özer, M. (2020a). Türkiye’nin mesleki eğitim ile imtihanı. Maltepe Üniversitesi Yayınları.
  • Özer, M. (2020b). Türkiye’de mesleki eğitimde paradigma değişimi. GEFAD / GUJGEF, 40(2), 357-384.
  • Özer, M. (2020c). The contribution of the strengthened capacity of vocational education and training system in Turkey to the fight against Covid-19. Yükseköğretim Dergisi, 10(2), 134–140.
  • Özer, M., & Perc, M. (2020). Dreams and realities of school tracking and vocational education. Palgrave Commun, 6, 34.
  • Özer, M., Suna, H. E., & Sunar, L. (2021). Türkiye’de mesleki ve teknik eğitimde hizmet içi öğretmen eğitimine yönelik öğretmen görüşlerinin değerlendirilmesi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 54, 1-22.
  • Özer, M. (2021a). Eğitim politikalarında sistemik uyum. Maltepe Üniversitesi Yayınları.
  • Özer, M. (2021b). A new step towards narrowing the achievement gap in Turkey: “1.000 Schools in Vocational Education and Training” Project. Maltepe Üniversitesi Yayınları.
  • Özer, M. (2021c). Türkiye’de mesleki eğitimi güçlendirmek için atılan yeni adımlar. Uluslararası Türk Eğitim Bilimleri Dergisi, 9(16), 1-16.
  • Özer, M. (2022). Türkiye’de eğitimin evrenselleşmesi. Maltepe Üniversitesi Yayınları.
  • Perc, M., Özer, M., & Hojnik, J. (2019). Correction: Social and juristic challenges of artificial intelligence. Palgrave Commun, 5, 100.
  • Rice, J. K. (2003). Teacher quality: Understanding the effectiveness of teacher attributes. Economic Polict Institute.
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Mesleki Eğitimde Okul Temelli İyileştirme: “Mesleki Eğitimde 1.000 Okul Projesi”

Year 2022, Volume: 11 Issue: 2, 268 - 279, 20.06.2022
https://doi.org/10.14686/buefad.1096198

Abstract

Mesleki eğitim, 2000’li yıllar sonrasında otomasyon ve yapay zekâya dayalı üretim teknolojilerinin yaygınlaşması nedeniyle önemli bir değişim sürecinden geçmektedir. Yükseköğretimin evrenselleşmesi ve sağladığı imkânlar dolayısıyla öğrencilerin akademik eğitime yönelmesi mesleki eğitime öğrenci akışını azaltmakta, mesleki eğitimde sosyoekonomik açıdan dezavantajlı öğrencilerin yoğunluğunun daha fazla olmasına yol açmaktadır. Bu bağlamda mesleki eğitim kurumlarının kendi ihtiyaçlarını merkeze alacak şekilde okul ikliminin iyileştirilmesi büyük bir önem teşkil etmektedir. Millî Eğitim Bakanlığı, son yıllarda mesleki eğitimde başlattığı paradigma değişimini daha da ileriye taşımak ve tüm mesleki eğitim kurumlarına yaygınlaştırılması amacıyla Mesleki Eğitimde 1.000 Okul Projesi başlatılmıştır. Bu çalışma, 2021 yılı içinde başarıyla gerçekleştirilen projede yapılan okul temelli iyileştirmelerin ayrıntılarıyla değerlendirilmesini amaçlamaktadır. Türkiye’de mesleki eğitimin iyileştirilmesi için yapılmış en büyük ölçekli projesi olan çalışma, tüm mesleki ve teknik Anadolu liselerinin yaklaşık %25’ini kapsamına almıştır. Proje kapsamında eğitim göstergelerine göre dezavantajlı olan 1.000 okul seçilmiş, ihtiyaçları gözetilerek okul ikliminin güçlendirilmesi sağlanmıştır. Öğrencilere yönelik akademik destek programlarına yüz binden fazla, psikososyal destek ve bağımlılıkla baş etme eğitimlerine ise dört yüz binden fazla öğrenci katılmıştır. Öğretmen ve okul yöneticilerine yönelik pedagojik ve liderlik becerilerine dair eğitimlere katılım sayısı üç yüz bini aşmıştır. Velilere ulaşılarak açık ortaokul, açık lise ve halk eğitim kurslarına katılımı teşvik edilmiş, on bir binden fazla velinin bu eğitimlere katılımı sağlanmıştır. Okulların fiziki altyapısının iyileştirilmesi için yeni laboratuvarlar kurulmuş, atölyeler yenilenmiş ve tüm okullara kütüphane kurulumu yapılmıştır. Proje, mesleki eğitimde okulların ihtiyaçlarını merkeze alacak şekilde yapılabileceğini göstermiş ve “Temel Eğitimde 10.000 Okul Projesi”ne öncü olmuştur.

References

  • Acemoğlu, D., & Restrepo, P. (2018). Artificial intelligence, automation and work. NBER Working Paper 24196. National Bureau of Economic Research.
  • Anderson, C. S. (1982). The search for school climate: A review of the research. Review of Educational Research, 52(3), 368–420.
  • Arum, R., & Velez, M. (Eds.) (2012). Improving learning environments: School discipline and student achievement in comparative perspective. Stanford University Press.
  • Banerjee, P. A. (2016). A systematic review of factors linked topoor academic performance of disadvantaged students in science and maths in schools. Cogent Education, 3(1), 117844.
  • Barrera-Osorio, F., Fasih, T., & Patrinos, H. (2009). Decentralized decision-making in schools: The theory and evidence on school-based management. World Bank.
  • Barrera-Osorio, F., Kugler, A. D., & Silliman, M. I. (2021). Hard and soft skills in vocational training: Experimental evidence from Colombia. NBER Working Paper Series – 27548. https://www.nber.org/system/files/working_papers/w27548/w27548.pdf
  • Barrett, P., Treves, A., Shmis, T., Ambasz, D., & Ustinova, M. (2019). The impact of school infrastructure on learning: A synthesis of the evidence. The World Bank Group. International Developments in Focus. https://files.eric.ed.gov/fulltext/ED604388.pdf
  • Becker, G. S. (1962). Investment in human capital: A theoretical analysis. Journal of Political Economy, 70(5), 9–49.
  • Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2016). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425–469.
  • Berkowitz, R. (2020). School matters: The contribution of positive school climate to equal educational opportunities among ethnocultural minority students. Youth & Society, https://doi.org/10.1177/0044118X20970235
  • Berliner, D. C. (2009). Poverty and potential: Out-of-school factors and school success. Arizona State University Education Policy Research Unit. https://files.eric.ed.gov/fulltext/ED507359.pdf
  • Caillods, F. (1998). Education strategies for disadvantaged groups: Some basic issues. International Institute for Educational Planning Contributions - No. 31, UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000114204/PDF/114204eng.pdf.multi
  • Carter, P. L. (2018). The multidimensional problems of educational inequality require multidimensional solutions. Educational Studies, 54(1), 1-16.
  • Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180–213.
  • Cotton, K. (1989). Expectations and student outcomes. School Improvement Research Series, https://educationnorthwest.org/sites/default/files/expectations-and-student-outcomes.pdf
  • Crans, S., Gerken, M., Beausaert, S., & Segers, M. (2021). The mediating role of social informal learning in the relationship between learning climate and employability. Career Development International, 26(5), 678-696.
  • Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the whole child: Improving school climate to support student success. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Educating_Whole_Child_REPORT.pdf
  • Doran, J. (2004). Effective school characteristics and student achievement correlates as. Electronic Theses and Dissertations, 2004-2019. 182.
  • Finn, J. D., & Voelkl, K. E. (1993). School characteristics related to student engagement. The Journal of Negro Education, 62(3), 249-268.
  • Foley, P. (2007). The socio-economic status of vocational education and training students in Australia. National Centre for Vocational Education Research. https://www.ncver.edu.au/__data/assets/file/0013/3406/sp407.pdf
  • Hampden-Thompson, G., & Johnston, J. S. (2006). Variation in the relationship between nonschool factors and student achievement on international assessments. US Department of Education National Center for Educational Statistics. https://eprints.whiterose.ac.uk/72575/1/Non_school_factors.pdf
  • Holzberger, D., Reinhold, S., Lüdtke, O., & Seidel, T. (2020). A meta-analysis on therelationship between school characteristics and student outcomes in science and math –Evidence from large-scale studies. Studies in Science Education, 56(1), 1-34.
  • ILO (2021). Digitalization of national TVET and skills systems - Harnessing technology to support LLL: An enquiry and action framework. https://www.ilo.org/wcmsp5/groups/public/---ed_emp/---emp_ent/documents/publication/wcms_826682.pdf
  • Kotok, S., Ikoma, S., & Bodovski, K. (2016). School climate and dropping out of school in the era of accountability. American Journal of Education, 122(4).
  • Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: A review of the literature. Review of Education, 3(2), 103-135.
  • Kwong, D., & Ryan, J. (2015). School climate for academic success: A multilevel analysis of school climate and student outcomes. Journal of Research in Education, 25(2), 68-81.
  • Lombardi, E., Traficante, D., Betton, R., Offredi, I., Marisa, G., & Mirta, V. (2019). The impact of school climate on well-being experience and school engagement: A study with high-school students. Frontiers in Psychology, 10, doi=10.3389/fpsyg.2019.02482
  • MacNeil, A. J., Prater, D. L., & Busch, S. (2009) The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12(1), 73-84.
  • Margrain, S.A. (1978). Student characteristics and academic performance in higher education: A review. Res High Educ, 8, 111–123.
  • Maxwell, S., Reynolds, K. J., Lee, E., Subasic, E., & Bromhead, D. (2017). The impact of school climate and school identification on academic achievement: Multilevel modeling with student and teacher data. Frontiers in Psychology, 8, doi: 10.3389/fpsyg.2017.0206.
  • McMahon, S. D., Wernsman, J., & Rose, D. S. (2009). The relation of classroom environment and school belonging to academic self-efficacy among urban fourth- and fifth-grade students. The Elementary School Journal, 109(3), 267-281.
  • MEB (2019). PISA 2018 Türkiye raporu. Eğitim, Analiz ve Değerlendirme Raporları Serisi No: 10. MEB Yayınları.
  • MEB (2020a). 2020 yılı Liselere Geçiş Sistemi (LGS) kapsamında ilk yerleştirme sonuçları. Eğitim, Analiz ve Değerlendirme Raporları Serisi No: 14. MEB Yayınları.
  • MEB (2020b). TIMSS 2019 Türkiye raporu. Eğitim, Analiz ve Değerlendirme Raporları Serisi No: 15. MEB Yayınları.
  • MEB (2021a). 2021 yılı Liselere Geçiş Sistemi (LGS) kapsamında ilk yerleştirme sonuçları. Eğitim, Analiz ve Değerlendirme Raporları Serisi No: 18. MEB Yayınları.
  • MEB (2021b). OECD Sosyal ve Duygusal Beceriler Araştırması Türkiye raporu. Eğitim, Analiz ve Değerlendirme Raporları Serisi No: 19. MEB Yayınları.
  • MEB (2022). Yüz yüze eğitime dönüşte 180 Gün: 6 Ağustos 2021 – 6 Şubat 2022. MEB Yayınları.
  • OECD (2012). Equity and quality in education: Supporting disadvantaged students and schools. OECD Publishment.
  • Özer, M. (2019a). Reconsidering the fundamental problems of vocational education and training in Turkey and proposed solutions for restructuring. İstanbul Üniversitesi Sosyoloji Dergisi, 39(2), 1–19.
  • Özer, M. (2019b). Background of problems in vocational education and training and its road map to solution in Turkey’s Education Vision 2023. Journal of Higher Education and Science, 9(1), 1–11.
  • Özer, M. (2020a). Türkiye’nin mesleki eğitim ile imtihanı. Maltepe Üniversitesi Yayınları.
  • Özer, M. (2020b). Türkiye’de mesleki eğitimde paradigma değişimi. GEFAD / GUJGEF, 40(2), 357-384.
  • Özer, M. (2020c). The contribution of the strengthened capacity of vocational education and training system in Turkey to the fight against Covid-19. Yükseköğretim Dergisi, 10(2), 134–140.
  • Özer, M., & Perc, M. (2020). Dreams and realities of school tracking and vocational education. Palgrave Commun, 6, 34.
  • Özer, M., Suna, H. E., & Sunar, L. (2021). Türkiye’de mesleki ve teknik eğitimde hizmet içi öğretmen eğitimine yönelik öğretmen görüşlerinin değerlendirilmesi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 54, 1-22.
  • Özer, M. (2021a). Eğitim politikalarında sistemik uyum. Maltepe Üniversitesi Yayınları.
  • Özer, M. (2021b). A new step towards narrowing the achievement gap in Turkey: “1.000 Schools in Vocational Education and Training” Project. Maltepe Üniversitesi Yayınları.
  • Özer, M. (2021c). Türkiye’de mesleki eğitimi güçlendirmek için atılan yeni adımlar. Uluslararası Türk Eğitim Bilimleri Dergisi, 9(16), 1-16.
  • Özer, M. (2022). Türkiye’de eğitimin evrenselleşmesi. Maltepe Üniversitesi Yayınları.
  • Perc, M., Özer, M., & Hojnik, J. (2019). Correction: Social and juristic challenges of artificial intelligence. Palgrave Commun, 5, 100.
  • Rice, J. K. (2003). Teacher quality: Understanding the effectiveness of teacher attributes. Economic Polict Institute.
  • Schneider, M. (2002). Do school facilities affect academic outcomes?. Educational Resources Information Center, United States Department of Education.
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There are 66 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Mahmut Özer 0000-0001-8722-8670

Early Pub Date April 22, 2022
Publication Date June 20, 2022
Published in Issue Year 2022 Volume: 11 Issue: 2

Cite

APA Özer, M. (2022). School-Based Improvement in VET: “The 1,000 Schools in Vocational Education and Training Project”. Bartın University Journal of Faculty of Education, 11(2), 268-279. https://doi.org/10.14686/buefad.1096198

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Bartın University Journal of Faculty of Education