The Problems in TVET for Apprenticeship from the Perspective of Different Groups of Actors: a Case Study

• Autorzy: Ilhan Gunbayi , Mustafa Ozel

Warianty tytułu

PL

Problem praktyk zawodowych w kształceniu i szkoleniu zawodowym i technicznym z punktu widzenia różnych grup docelowych: studium przypadku

• Języki publikacji: EN

Abstrakty

PL

Artykuł prezentuje wybrane problemy związane z realizacją praktyk zawodowych w kształceniu i szkoleniu zawodowym i technicznym z perspektywy różnych grup docelowych: dyrektorów szkół, nauczycieli, studentów, kadry zarządzającej izb gospodarczych, pracodawców i nauczycieli mistrzów w zawodzie. Badania jakościowe przeprowadzono techniką wywiadów częściowo skategoryzowanych z wykorzystaniem kwestionariusza wywiadu. Próba badawcza objęła przedstawicieli ww. grup docelowych z Centrum Kształcenia w Muratpasa w Antalyi, m.in. z następujących obszarów: fryzjerstwo, konserwacja elektronicznych urządzeń biurowych, mechanika samochodowa, technologia żywności, produkcja mebli z drewna. Artykuł zawiera rekomendacje dotyczące poprawy i wsparcia funkcjonowania praktyk zawodowych zgodnie z potrzebami rynku pracy.

EN

Vocational education has recently been one of the primary policy areas of governments, industrialized, or developing alike (Simsek and Yildirim, 2000). Global-ization of the economy, increasing international competition, changes in demographic development and in the labor market are giving rise to a need for new strategies on education and training policy. Economic development depends a great deal on adapting Technical and Vocational Education Training systems to meet social and economic demands. For this reason many countries stress the need to place a greater emphasis on TVET in the years to come and highlight the importance of: providing attractive, qualified training programs and continuing training opportunities in order to enhance employability and occupational mobility; designing TVET to conform more closely with the field of practice; orienting TVET closer to the requirements of the employment system and the corresponding labor market needs and preparing young people for degrees which comply with high standards while opening up forward-looking employment prospects (BIBB, 2004). Many governments are nowadays interested in expanding vocational preparation for young people at both upper-secondary and post-secondary level. Different economies use different mixes of full-time education and apprenticeship, even if both routes are present to some extent in almost all countries (OECD, 1996).

Słowa kluczowe

PL

praktyki zawodowe; dyrektorzy szkół; nauczyciele; uczniowie; kadra zarządzająca; izby gospodarcze; pracodawcy; nauczyciele mistrzów w zawodzie

EN

vocational and technical apprenticeship education; principals; teachers; students; managers of chambers of commerce employers; master trainers

• Wydawca: Sieć Badawcza Łukasiewicz – Instytut Technologii Eksploatacji, Radom
• Czasopismo: Edukacja Ustawiczna Dorosłych
• Rocznik: 2013
• Numer: 2(81)
• Strony: 7-28

Daty

wydrukowano

2013-06-20

Twórcy

autor

Ilhan Gunbayi

• ., Akdeniz University Faculty of Education, Educational Sciences Department , Antalya,

autor

Mustafa Ozel

• Akdeniz University Faculty of Education, Educational Sciences Department, Antalya ,

Bibliografia

• Cohen L., Mannion L. & Morrison K. (2007). Research methods in education. Routledge, Taylor & Francis Group.
• Collins A., Brown J.S. & Newman S.E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics. In L.B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ: Erlbaum.
• ETF (2010). Education and business cooperation study- Turkey. European Training Foundation. Retrieved from http://www.etf.europa.eu/web.nsf/pages/Education_and _Business_-Turkey on 11.04.2012.
• Johnson S.D. (1992). A framework for technology education curricula which emphasizes intellectual processes. Journal of Technology Education, 3(2), 29–40.
• Silverman D. (2005). Doing qualitative research. London: Sage Publications.
• Simsek H. & Yildirim, A. (2000). Vocational schools in Turkey: An administrative and organizational analysis. International Review of Education, 46(3/4), 327–342.
• Kelle U. (1995). Computer aided qualitative data analysis. London: Sage. Benefits_of_completing_an_apprenticeship.pdf 11.04.2012.
• Majcher-Teleon A., Bardak U. (2011). Flexicurity Analysis of the Labor market in Turkey. European Training Foundation.
• MEB (2012). National education statistics: Formal education 2010–2011. Ankara: Ministry of National Education Strategy Development Presidency.
• OECD (1996) Education at a Glance: Analysis. Paris: OECD.
• Petkova, P (2011). Social dialogue and modes of cooperation in education and training in the Western Balkans and Turkey. ETF Year Book 2011. Social Partners in Vocational Education and Training. 45–53. European Training Foundation.
• Ryan P. (1998). Is apprenticeship better? A review of the economic evidence. Journal of Vocational Education & Training, 50:2, 289–329.
• Vos A. and Unluhisarcikli O. (2009). Role of social partners and the status of apprenticeship in Turkey. In Rauner, F. et al. (eds), Conference on Innovative apprenticeships: Promoting successful school-to-work transitions, Lit Verlag, Munster, 2009, 281–282.
• Yaman, M. E. ve Eldogan O. (2004). Applicability analysis for the vocational knowledge course programme in vocational education centers for auto motor repairing. International Conference on VET Teacher Training, January 22-23, 2004, 558–566

Identyfikatory

ISSN

1507-6563