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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.
Professional education plays a very important role in economic development in all countries. Unlike other forms of education, a strong bond with the business market, professional education has been kept on the constant agenda of educational discussions. In recent years, discussions show that almost every country faces two major problems in professional education. The first is that professional education is not preferred by academically relatively successful students and therefore the accumulation of less academically successful students in these schools is mostly less. The second problem is that the spread of automation and artificial intelligence technologies in the production and service sectors leads to serious transformations in the skills set expected from professional training in the business market. In this case, the professional education systems that provide a very specific training to the profession are not enough to respond to the new skills demands expected from them. To solve these two problems, countries are making transformations in the vocational education systems. In the transitions made, a more comprehensive professional training is in the forefront that strengthens the adaptation to the new and rapidly changing conditions in the business market and facilitates the interprofessional transition rather than the narrow set of skills that are specific to the professions. The new approach requires that professional education build more different relationships with both the business market and higher education. In this study, the transformation into this new situation in the professional education after the 2023 Education Vision in Turkey is discussed in detail and the improvements are included. Furthermore, the steps that need to be taken in the fields of employment and higher education are discussed to ensure that improvements in vocational education are permanent.
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.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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