Mesleki ve Teknik Eğitimin Karşılaştırmalı Yapısı: Türkiye için Yeni Bir Model Çerçevesi

Öz

Mesleki ve teknik eğitim (MTE) sistemleri, küresel ölçekte niceliksel genişleme ile niteliksel sürdürülebilirlik arasındaki yapısal gerilim çerçevesinde yeniden şekillenmektedir. Bu çalışma, MTE sistemlerini karşılaştırmalı bir perspektiften ele alarak Almanya’nın kurumsallaşmış ikili (dual) eğitim modeli ile Doğu Asya ülkelerinde öne çıkan merkeziyetçi ve hız odaklı mesleki eğitim yaklaşımlarını incelemekte; Türkiye’de 2021 yılında Mesleki Eğitim Merkezleri (MESEM) aracılığıyla gerçekleştirilen dönüşümü bu iki yapı üzerinden analiz etmektedir. Karşılaştırmalı politika analizi bulguları, MESEM reformunun erişim ve istihdam açısından güçlü bir niceliksel genişleme sağladığını; ancak akademik yeterlilikler, öğretmen niteliği ve müfredatın iş gücü piyasasıyla uyumu bağlamında yapısal kırılganlıklar barındırdığını ortaya koymaktadır. Uluslararası değerlendirme verileri, özellikle erken mesleki yönlendirmenin sistematik akademik destek mekanizmalarıyla bütünleştirilmediği durumlarda sosyoekonomik eşitsizliklerin derinleşebileceğine işaret etmektedir. Bu çerçevede çalışma, Almanya modelinin kurumsal kalite güvencesi yaklaşımı ile Doğu Asya modellerinin teknolojik uyum kapasitesini bütünleştirerek, sektör liderliğini merkeze alan bütüncül bir model çerçevesi önermektedir. Önerilen model; müfredat yönetişiminde sektörel kuruluşların rolünün güçlendirilmesini, mesleki öğretmenler için zorunlu sanayi deneyimini ve MTE sürecine entegre edilmiş akademik tamamlama mekanizmalarını içermektedir. Bu yaklaşım, Türkiye’de MTE’nin nicelik temelli büyümeden nitelik odaklı ve sürdürülebilir bir yapıya yönelmesine katkı sunmayı amaçlamaktadır.

Anahtar Kelimeler

• Mesleki ve teknik eğitim
• iş-gücü piyasası
• endüstir eğitim işbirliği
• eğitim politikaları
• model önerisi

Comparative Structure of Vocational and Technical Education: A Model Framework for Türkiye

Öz

: Vocational and technical education (VTE) systems are increasingly shaped by a structural tension between quantitative expansion and qualitative sustainability in the context of global labour markets. This study examines VTE systems from a comparative perspective by analysing Germany’s institutionalised dual training model and the centralised, growth-oriented vocational education approaches prevalent in East Asian countries. Within this framework, Türkiye’s recent transformation of vocational education through the Vocational Training Centres (MESEM) reform implemented in 2021 is critically assessed. The findings of the comparative policy analysis indicate that the MESEM reform has significantly expanded access and participation in vocational education and improved short-term employment outcomes; however, it has also revealed structural vulnerabilities related to academic attainment, teacher qualifications, and the alignment of curricula with labour market demands. Evidence from international assessments suggests that early vocational tracking, when not integrated with systematic academic support mechanisms, may contribute to the reproduction of socio-economic inequalities. Building on these findings, the study proposes a model framework for Türkiye that combines the institutional quality assurance mechanisms of the German dual system with the technological adaptability and sector-driven governance observed in East Asian models. The proposed framework emphasises strengthened sectoral involvement in curriculum governance, mandatory industry experience for vocational teachers, and integrated academic completion pathways within VET. This model aims to support Türkiye’s transition from quantitatively driven expansion towards a qualitatively sustainable and resilient VTE structure.

Anahtar Kelimeler

• Vocational and tecnichal education
• labor market
• industry education colobbration
• education policies
• model proposal

Kaynakça

1. Agrawal, S. (2013). Asian VET program. Asia-Pacific Journal of Cooperative Education, 14(1), 15-26.
2. Allais, S. (2014). Selling out education: National qualifications frameworks and the neglect of knowledge. Sense Publishers.
3. Alkan, S. ve Bolat, Y. (2022). Eğitimde metaverse: Bilgilendirici bir literatür taraması. Uluslararası Eğitim Bilimleri Dergisi, 9 (32), 267-295.
4. Badr, M. & Ahmed, A. (2025). Exploring the applications of the internet of things in education and training: innovations and future perspectives. Lecture Notes in Networks and Systems. https://doi.org/10.1007/978-3-031-90921-4_44
5. Becker, G. S. (1993). Human capital: A theoretical and empirical analysis, with special reference to education (3rd ed.). University of Chicago Press.
6. BMBF (Federal Ministry of Education and Research). (2023). Report on Vocational Education and Training 2023. BMBF.
7. BIBB. (2019). The German vocational education and training system: Facts and figures. Federal Institute for Vocational Education and Training.
8. BIBB. (2024). Data on Vocational Education and Training: Report 2024. Bonn: BIBB.

9. Bol, T., & Van de Werfhorst, H. G. (2013). Educational systems and the trade-off between labor market allocation and equality of educational opportunity. Comparative Education Review, 57(2), 285–308.
10. Bolat, Y. (2011). Gazi üniversitesi meslek yüksek okulu öğrencilerinin sosyal değerlere bakışları. (Yayımlanmamış Yüksek Lisans Tezi). Gazi Üniversitesi.
11. Bolat, Y. (2017). Türkiye’de mesleki ve teknik eğitimin mevcut durumu ve farklı ülkelerle incelenmesi. Pegem Yayıncılık.
12. Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
13. Bray, M., Adamson, B., & Mason, M. (Eds.). (2014). Comparative education research: Approaches and methods (2nd ed.). Springer.
14. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
15. Busemeyer, M. R., &Trampusch, C. (2012). The political economy of collective skill formation. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199599431.001.0001
16. CEDEFOP. (2020). Vocational education and training in Europe: 1995–2035. Publications Office of the European Union.
17. Creswell, J. W., &Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches(4th ed.). SAGE Publications.
18. Derya, R., Sunkur, M. Ö., & Yılmaz, F. (2024). Kapsayıcı eğitim modülü eğitimi seminerinin aday öğretmenlerin kapsayıcı eğitim i̇lkelerini benimseme düzeylerine etkisi. Milli Eğitim Dergisi 53 (243).
19. Di, Y., Zhao, M., Li, H., & Fu, Y. (2025). “Research on the application of ai in principle courses of vocational and technical education——takingthe course of “principles of optical fiber communication” as an example”. Proceedings of 2025 4th International Conference on Big Data Information and Computer Network Bdicn 2025.
20. Doeringer, P. B., &Piore, M. J. (1971). Internal labor markets and man power analysis. D.C. Heath.
21. Dolgunyürek, O. & Damar, M. (2024). MEB mesleki eğitim merkezlerine devam eden 14-18 yaş grubu çırakların sosyal becerilerinin i̇ncelenmesi. Milli Eğitim Dergisi, 53(244), 1983-2012. https://doi.org/10.37669/milliegitim.1282607
22. Dong, H., Liang, M., &Song, L. (2025). Research on the construction and practice of precision teaching mode of higher vocational educationdriven bybig data. Proceedings of 2025 International Conference on Big Data and Informatization Education Icbdie 2025.
23. Dye, T. R. (2017). Understanding public policy (15th ed.). Pearson Education.
24. Eichhorst, W., Rodríguez-Planas, N., Schmidl, R., &Zimmermann, K. F. (2015). A Road Mapto Vocational Education and Training Systems Around the World. Evidence-based HRM, 3(2), 113-137.
25. Fan, Y., Zheng, H., Ebonite, R. S., Asis, W. R. D., &Juanatas, R. A. (2024). Overview and developmental analysis of china's technical and vocational education and training. International Journal of Innovative Research and Scientific Studies 7(1). https://doi.org/10.53894/ijirss.v7i1.2606
26. Fourrage, L. (2025). Most in Demand Tech Job in South Korea in 2025. https://www.nucamp.co/blog/coding-bootcamp-south-korea-kor-most-in-demand-tech-job-in-south-korea-in-2025
27. Fu, M. (2025). Research on the construction of a “seven-dimensional” education system in vocational colleges under the background of intelligent education. Communications in Computer and Information Science. https://doi.org/10.1007/978-981-96-3738-6_3
28. Gao, S., & Zheng, Y. (2020). Theacademicdrift of vocational education in China: Institutionalresponsesandpolicyconsequences. Journal of Vocational Education& Training, 72(3), 395–414.
29. Hanushek, E. A., Schwerdt, G., Woessmann, L., & Zhang, L. (2017). General education, vocational education, andlabor-market outcomes over the life-cycle. Journal of Human Resources, 52(1), 48–87. https://doi.org/10.3368/jhr.52.1.0415-7074R
30. Hassan, M., Aziz, H. A., & Rahim, M. Z. (2024). E-hirarc tool for brick laboratory in civil engineering department at tvet (technical and vocational education training) campus. Lecture Notes in Mechanical Engineering. https://doi.org/10.1007/978-981-99-6890-9_34
31. Halpin, D., &Troyna, B. (1995). Thepolitics of education policy borrowing. Comparative Education, 31(3), 303–310.
32. Kharitonova, D. V. (2025). Trends of international cooperation in the aerospace industry. Lecture Notes in Civil Engineering.https://doi.org/10.1007/978-3-031-92520-7_20
33. Liu, Z., Li, Z., Yu, X., &Luo, F. (2025). Exploration andpractice of educational mode that integrates post-course-competition-certificate in mechatronics technology profession of higher vocational college. Frontiers in Artificia l Intelligence and Applications. https://doi.org/10.3233/FAIA250470
34. Lu, Q., Hu, X., Wei, A., & Yang, W. (2025). Greenconstruction education: a comprehensive literature reviewandfuture directions. Lecture Notes in Civil Engineering. https://doi.org/10.1007/978-981-96-1181-2_32
35. Mao, Y. (2025). Research on thecultivation model and optimization path of employment guidance in higher vocational colleges under the background of digital transformation. Proceedings of 2025 International Conference on Big Data and Informatization Education Icbdie 2025.
36. MEB. (2023). Mesleki Eğitim Merkezleri İstatistikleri.
37. Mian, H., Guo-Hua, Y., Xiao-Long, L., Shuo, L., Bin, W., Pi-Peng, L., &Orlov, N. L. (2024). Research and practice on the integration model for industry and education on biomedical textile materials. Textile Bioengineering and Informatics Symposium Proceedings Tbis. https://doi.org/www.scopus.com/record/display.uri?eid=2-s2.0-85209366085&origin=resultslist
38. Miedema, D., Taipalus, T., Ajanovski, V. V., Alawini, A., Goodfellow, M., Liut, M., Peltsverger, S., & Young, T. (2025). Data systems education: curriculum recommendations, course syllabi, andindustry needs. Annual Conference on Innovation and Technology in Computer Science Education, ITi CSE. https://doi.org/10.1145/3689187.3709609
39. Noonan, P. (2017). What Australia could learn from Hong Kong and Singaporeaboutrebuilding VET | Victoria University. https://www.vu.edu.au/mitchell-institute/tertiary-education/what-australia-could-learn-from-hong-kong-and-singapore-about-rebuilding-vet
40. Nagy, K. K. &Tóth, P. (2025). Inductive reasoning of vocational technical instructor students. Lecture Notes in Networks and Systems. https://doi.org/10.1007/978-3-031-83520-9_24
41. ILO. (2021). Skills and lifelong learning: Global framework. International Labour Organization.
42. OECD. (2020). Vocational Education and Training in Germany. OECD Publishing.
43. OECD. (2021). Teachers and trainers in vocational education and training. OECD Publishing.
44. OECD. (2022). Education and skills in Korea: Policyinsights. OECD Publishing.
45. OECD. (2023a). Education at a Glance 2023. OECD Publishing.
46. OECD. (2023b). Education Policy Outlook – Korea, Japan, China Country Notes.
47. OECD. (2023c). PISA 2022 Results (Vol. I–III). OECD Publishing.
48. OECD. (2023d). Teachers and leaders in vocational education and training. OECD Publishing. https://doi.org/10.1787/59f1d1a8-en
49. OECD (2025). Vocational Education and Training Systems in Nine Countries, OECD Reviews of Vocational Education and Training, OECD Publishing.
50. OECD. (2025b). Education at a glance 2025: OECD indicators. OECD Publishing.
51. Ou, Y. &Luo, J. (2025). Synergistic mechanism and strategy optimization of the integration of industry andeducation in higher vocational education. Lecture Notes in Electrical Engineering. https://doi.org/10.1007/978-981-96-2798-1_52
52. Özer, M. (2024). Recent miracle in the Turkish vocational education and training system. Insight Turkey 26(Spring 2024). https://doi.org/10.25253/99.2024262.5
53. Özer, M. (2025). Mesleki eğitim merkezlerindeki öğrenci sayısı yüzde 784'lük artışla 1 milyon 405 bine ulaştı. https://www.meb.gov.tr/bakan-ozer-mesleki-egitimmerkezlerindeki-ogrenci-sayisi-yuzde-784luk-artisla-1-milyon-405-bine-ulasti/haber/30009/tr.
54. Park, Y., & Lee, J. (2021). State-led skill formation and vocational education reform in South Korea. Asia Pacific Journal of Education, 41(2), 271–287.
55. Pham, V. M. H., Schlüter, N., &Löwer, M. (2025). Development of an evaluation process in vocational education organizations addressing SMEs’ requirements. Lecture Notes in Networks and Systems. https://doi.org/10.1007/978-3-031-85649-5_53
56. PISA (2022). Türkiye PISA sonuçları. https://chp.org.tr/yayin/pisa-2022-sonuc-raporu/Open,.
57. Pilz, M., &Wiemann, K. (2021). Doesdualtrainingmake sense in a service economy? Challengesforvocational education and training in times of digitalisation. Vocationsand Learning, 14(3), 303–325. https://doi.org/10.1007/s12186-021-09266-8
58. Remache, A. (2025). Methodology for implementing industry 4.0 enablers in higher technical education: a case study. Lecture Notes in Networks and Systems. https://doi.org/10.1007/978-3-031-87701-8_25
59. Sarfraz, I., Sharma, A., & Hussain, M. (2025). Towards a sustainable future: sustainability in higher education institutions. Communications in Computer and Information Science. https://doi.org/10.1007/978-3-031-94153-5_39
60. Shachak, A., Monkman, H., Lesselroth, B., Lee, W. W., &Alkureishi, M. A. (2024). Technological literacy as a framework for health professions education in thedigital era. Studies in Health Technology and Informatics. https://doi.org/10.3233/SHTI240699
61. Shasha, Y., Lei, T. &Weilan, Z. (2025). Made-in-Chinarobotsimpress South Koreans as cooperation opportunities expand, .https://www.globaltimes.cn/page/202510/1345271.shtml
62. Sheth, J. N. &Shome, S. (2025). Handbook of vocational education and training: foundations for transforming the nation. Handbook of Vocational Education and Training: Foundations for Transforming the Nation. https://doi.org/10.4324/9781003616498
63. Spöttl, G., &Windelband, L. (2020). The transformation of industrial occupations in the context of digitalisation. Journal of Vocational Education& Training, 72(3), 377–394. https://doi.org/10.1080/13636820.2019.1635635
64. Spöttl, G., &Windelband, B. (2021). The impact of industry 4.0 on vocational education and training. International Journal of Training Research, 19(2), 29-52. https://doi.org/10.1080/13639080.2020.1858230
65. Tao, D., Bai, L., &Tseng, S. (2025). Empoweringvocational education ecosystem through 5g+: framework design and practical approaches. Smart Innovation Systems and Technologies. https://doi.org/10.1007/978-981-97-8760-9_24
66. Tekin, M. T., & Bolat, Y. (2017). Mesleki Eğitime Erişim Yolu Olarak SODES (Sosyal Destek Programı) Projeleri. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 6(1), 8-20.
67. Thelen, K. (2014). Varieties of liberalization and the new politics of social solidarity. Cambridge University Press.
68. Tosun, A. & Yorulmaz, A. (2024). Uyum ve Barış Kültürü için Kültürlerarası Eğitim: Bir Uygulamanın Yansımaları. Hitit İlahiyat Dergisi 23(2), 991-1014. https://doi.org/10.14395/hid.1509585
69. Tut, Ö., & Bolat, Y. (2022). Türkiye’de 2019-2021 yılları arasında mesleki İngilizce öğretimi üzerine yapılan lisansüstü tezlerin incelenmesi. Türkiye Mesleki ve Sosyal Bilimler Dergisi (10), 83-98.
70. UNESCO. (2020). Global Monitoring of TVET Systems.UNESCO-UNEVOC.
71. UNESCO. (2023). UNESCO TVET Country Profiles. UNESCO-UNEVOC.
72. Wang, L. &Du, X. (2025). Design and implementation of a higher vocational education resource sharing platform based on cloud computing. Proceedings of 2025 International Conference on Big Data and Informatization Education Icbdie 2025. https://doi.org/10.1145/3729605.3729613
73. World Bank. (2019). Thechangingnature of work. World Bank Publications. https://doi.org/10.1596/978-1-4648-1328-3
74. Xie, J. (2025). Design and development of an integrated knowledge graph trading system for vocational education. Proceedings of 2025 5th International Conference on Computer Network Security and Software Engineering Cnsse 2025. https://doi.org/10.1145/3732365.3732390
75. Xu, Q., Zhou, Z., Cao, N., &Liu, G. (2025). From struggle to enjoyment: investigating ichdigital inheritance through the lens of vocational education. Conference on Human Factors in Computing Systems Proceedings. https://doi.org/10.1145/3706599.3719992
76. Yan, Y. &Wu, J. (2025). Digital transformation of vocational education in southchina: challenges, breakthroughs, and data-driven insights using machine learning models. Proceedings of 2025 International Conference on Big Data and Informatization Education Icbdie 2025. https://doi.org/10.1145/3729605.3729616
77. Yang, G., Zou, J., &Li, X. (2025). Research on thestrategy of innovation and entrepreneurship education in higher vocational collegesfrom the perspective of rural revitalization. Frontiers in Artificial Intelligenceand Applications, 403, 289 – 299. https://doi.org/10.3233/FAIA250031
78. Ye, PJ. &Tseng, SP. (2025). Research on the High-Quality Training Model of IT Professional from the Perspective of Modern Apprenticeship System. In: Tseng, SP., Paul, A., Pan, JS., Favorskaya, M. (eds) Advances in Intelligent Information Hidingand Multimedia Signal Processing, Volume 1. IIHMSP 2023. Smart Innovation, Systems and Technologies, vol 415. Springer, Singapore. https://doi.org/10.1007/978-981-97-8764-7_28
79. Wheelahan, L. (2015). Not justskills: What a focus on knowledge means for vocational education. Journal of Curriculum Studies, 47(6), 750–762. https://doi.org/10.1080/00220272.2015.1089942