Türkiye’de Mesleki Eğitimde Paradigma Değişimi

Mahmut Özer

doi:10.17152/gefad.752523

TR EN

Türkiye’de Mesleki Eğitimde Paradigma Değişimi

Abstract

Mesleki eğitim tüm ülkelerde ekonomik kalkınmada çok önemli işlevler görmektedir. Diğer eğitim türlerinden farklı olarak iş piyasası ile güçlü bağı, mesleki eğitimi eğitim tartışmalarının sürekli gündeminde tutmuştur. Son yıllarda yapılan tartışmalara bakıldığında hemen hemen tüm ülkelerde mesleki eğitimin iki temel sorunla yüzleştiği görülmektedir. Birincisi, mesleki eğitimin akademik olarak görece başarılı öğrenciler tarafından tercih edilmemesi ve dolayısıyla bu okullarda çoğunlukla akademik olarak daha az başarılı öğrencilerin kümelenmesidir. İkinci sorun ise, üretim ve hizmet sektörlerinde otomasyon ve yapay zekâ teknolojilerinin yaygınlaşmasının iş piyasasında mesleki eğitimden beklenen beceri setlerinde ciddi dönüşümlere yol açmasıdır. Bu durumda mesleğe oldukça özgü eğitim veren mesleki eğitim sistemleri kendilerinden beklenen yeni beceri taleplerine cevap vermekte yetersiz kalmıştır. Bu iki sorunu çözmek için ülkeler mesleki eğitim sistemlerinde dönüşümler yapmaktadır. Yapılan dönüşümlerde iş piyasasında yeni ve hızla değişen koşullara adaptasyonu güçlendiren akademik ve genel becerilere daha fazla yer veren ve mesleklere özgü dar beceri setlerinden ziyade meslekler arası geçişi de kolaylaştıran daha genel bir mesleki eğitim ön plana çıkmaktadır. Yeni yaklaşım mesleki eğitimin hem iş piyasası hem de yükseköğretimle daha farklı ilişkiler kurmasını gerektirmektedir. Bu çalışmada, Türkiye’de 2023 Eğitim Vizyonu sonrası mesleki eğitimde bu yeni duruma yönelik yapılan dönüşüm ayrıntı olarak ele alınmakta ve yapılan iyileştirmelere yer verilmektedir. Ayrıca, mesleki eğitimdeki iyileştirmelerin kalıcı hale gelebilmesi için iş piyasası ve yükseköğretim alanlarında atılması gereken adımlar ele alınmaktadır.

Keywords

mesleki eğitim, 2023 eğitim vizyonu, iş piyasası, yükseköğretim, istihdam

The Paradigm Shift in Vocational Education and Training in Turkey

Abstract

Vocational education and training (VET) has a crucial function in economic development of countries. In contrast with the other types of education, its strong relationship with the labor market maintains the main position of VET in educational discussions. The outcomes of discussions in recent years show that VET systems struggle with two major issues in most countries. First, VET is not preferred by the relatively high performing students and as a result, relatively low performing students are clustered in VET institutions. Secondly, the ever-growing use of automation and artificial intelligence technologies in production and service sectors leads to important transformations in the skills requested from VET to gain students. At this stage, VET systems which focus on the occupational specific skills have become inadequate to meet expectations towards new skills. Countries revise their VET systems to solve these two major issues. In these revisions, new VET approaches that focus more on the academic and general skills, which strengthen the adaptation skills of students to new conditions in labor market, and facilitate the transitions between occupations come to the fore rather than VET systems that focus on the occupation specific skills. Within the scope of new approach, VET needs to build distinctive relations with both the labor market and the higher education. This study aims to review the transition of Turkish VET system towards new approach after Education Vision 2023, and the improvements in VET that have been made in line with this purpose. In addition, improvements that need to be made in labor market and higher education system are evaluated to make the developments in VET permanent.

Keywords

Vocational education and training, Education Vision 2023, labor market, higher education, employment

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Details

Primary Language

Turkish

Subjects

-

Journal Section

Research Article

Authors

Mahmut Özer ^*
0000-0001-8722-8670
Türkiye

Publication Date

August 6, 2020

Submission Date

June 13, 2020

Acceptance Date

June 30, 2020

Published in Issue

Year 2020 Volume: 40 Number: 2

DOI

https://doi.org/10.17152/gefad.752523

IZ

https://izlik.org/JA49CS52LK

APA

Özer, M. (2020). Türkiye’de Mesleki Eğitimde Paradigma Değişimi. Gazi Eğitim Fakültesi Dergisi, 40(2), 357-384. https://doi.org/10.17152/gefad.752523

AMA

1.Özer M. Türkiye’de Mesleki Eğitimde Paradigma Değişimi. GUJGEF. 2020;40(2):357-384. doi:10.17152/gefad.752523

Chicago

Özer, Mahmut. 2020. “Türkiye’de Mesleki Eğitimde Paradigma Değişimi”. Gazi Eğitim Fakültesi Dergisi 40 (2): 357-84. https://doi.org/10.17152/gefad.752523.

EndNote

Özer M (August 1, 2020) Türkiye’de Mesleki Eğitimde Paradigma Değişimi. Gazi Eğitim Fakültesi Dergisi 40 2 357–384.

IEEE

[1]M. Özer, “Türkiye’de Mesleki Eğitimde Paradigma Değişimi”, GUJGEF, vol. 40, no. 2, pp. 357–384, Aug. 2020, doi: 10.17152/gefad.752523.

ISNAD

Özer, Mahmut. “Türkiye’de Mesleki Eğitimde Paradigma Değişimi”. Gazi Eğitim Fakültesi Dergisi 40/2 (August 1, 2020): 357-384. https://doi.org/10.17152/gefad.752523.

JAMA

1.Özer M. Türkiye’de Mesleki Eğitimde Paradigma Değişimi. GUJGEF. 2020;40:357–384.

MLA

Özer, Mahmut. “Türkiye’de Mesleki Eğitimde Paradigma Değişimi”. Gazi Eğitim Fakültesi Dergisi, vol. 40, no. 2, Aug. 2020, pp. 357-84, doi:10.17152/gefad.752523.

Vancouver

1.Mahmut Özer. Türkiye’de Mesleki Eğitimde Paradigma Değişimi. GUJGEF. 2020 Aug. 1;40(2):357-84. doi:10.17152/gefad.752523