The Contribution of Municipal Administrations to Non-Formal Education in Turkey

2021 ◽  
pp. 525-543
Author(s):  
Zuhal Önez Çetin
Keyword(s):  
Vocational Education ◽  
Local Governments ◽  
Formal Education ◽  
Legal Framework ◽  
National Scale ◽  
Training Courses ◽  
Training Activities ◽  
Education In Turkey ◽  
Education Courses ◽  
And Training

By the effect of the globalization process, the urban citizens have been facing with drastic changes, and non-formal education becomes more significant besides formal education in related to education and training activities provided by various institutions. In that context, the local services of local governments' in the field of non-formal education continue to increase especially in the level of municipal administrations in Turkey. Especially, the metropolitan municipal administrations have been opening vocational education courses to local citizens in different fields with including diverse segments of the society in Turkey. In the study, the concept of non-formal education, its scope, purpose, and tasks have been clarified with the examination of the national legal framework with the key regulations in Turkey. Non-formal education outlook at the international and national scale has been briefly clarified. Besides, the statistics towards non-formal education have been explained, then the municipal administrations' statistics have been pointed out in detail in related to non-formal education in Turkey. Lastly, the case of Gaziantep Metropolitan Municipality Art and Vocational Training Courses (GASMEK) is analysed in detail to put forth the main contribution areas of the metropolitan municipality administration to the local citizens.

Recent Framework of TVET Teacher Education in a Country on the Path to Reform

2018 ◽  
pp. 498-519
Author(s):  
Frank Bünning ◽  
Ulrike Schmidt
Keyword(s):  
Teacher Education ◽  
Vocational Education ◽  
21St Century ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Effective Learning ◽  
Career Option ◽  
Training Research ◽  
Training Courses ◽  
And Training

This chapter discussed TVET teacher education in Myanmar on the threshold of the 21st century; a qualitative analysis of the present state of the art. Recent status of Myanmar's TVET system was highlighted and the chapter strongly maintained that qualified and motivated teachers and instructors are key for effective learning and are as well at the heart of TVET quality. The chapter provided a comprehensive problem scenario with regard to TVET teacher training; to mention a few, that there is a low awareness for the relevance of TVET in general and with respect to its potential to develop a country's skilled and semi-skilled workers. In comparison to university degrees, graduating from training courses at vocational institutions is not perceived as a valuable career option. Lastly, this chapter attempts to add to the collection of vocational education and training research by consulting a case in Myanmar – a country which currently possesses only a sparse amount of data in this field.

Recent Framework of TVET Teacher Education in a Country on the Path to Reform

2017 ◽  
pp. 85-106
Author(s):  
Frank Bünning ◽  
Ulrike Schmidt
Keyword(s):  
Teacher Education ◽  
Vocational Education ◽  
21St Century ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Effective Learning ◽  
Career Option ◽  
Training Research ◽  
Training Courses ◽  
And Training

This chapter discussed TVET teacher education in Myanmar on the threshold of the 21st century; a qualitative analysis of the present state of the art. Recent status of Myanmar's TVET system was highlighted and the chapter strongly maintained that qualified and motivated teachers and instructors are key for effective learning and are as well at the heart of TVET quality. The chapter provided a comprehensive problem scenario with regard to TVET teacher training; to mention a few, that there is a low awareness for the relevance of TVET in general and with respect to its potential to develop a country's skilled and semi-skilled workers. In comparison to university degrees, graduating from training courses at vocational institutions is not perceived as a valuable career option. Lastly, this chapter attempts to add to the collection of vocational education and training research by consulting a case in Myanmar – a country which currently possesses only a sparse amount of data in this field.

scholarly journals Questions for Vocational Training in Hospitality and Tourism in Australia

2020 ◽  
Vol 11 ◽  
pp. 1-6
Author(s):  
Anthony G. Shannon ◽  
Farzan Contractor
Keyword(s):  
Action Research ◽  
Vocational Education ◽  
Vocational Training ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Training Courses ◽  
Hospitality And Tourism ◽  
Boyer Model ◽  
And Training

This paper outlines some of the dilemmas of turning graduates from vocational education and training courses into industry-ready employees.  It raises a number of questions that are ripe for action research with the context of the Boyer model of scholarship.

scholarly journals The Reality of Using E-Learning Applications in Vocational Education Courses During COVID 19 Crisis from the Vocational Education Teachers’ Perceptive in Jordan

2020 ◽  
Vol 13 (10) ◽  
pp. 105
Author(s):  
Sameer Aowad Kassab Shdaifat ◽  
Nidal A. K. Shdaifat ◽  
Linda Ahmad Khateeb
Keyword(s):  
Public Schools ◽  
Vocational Education ◽  
Negative Attitudes ◽  
E Learning ◽  
Training Courses ◽  
Education Courses ◽  
The Way

The present study aimed to explore the reality of using E-Learning applications in vocational education courses during COVID 19 crisis in Jordan from the perspective of vocational education teachers. It aimed to explore the way students interact with e-learning applications in this regard. It aimed to explore the challenges associated with using E-Learning applications in this regard. A sample was selected. It consists from 60 vocational education teachers. These teachers were selected from the primary public schools in Jordan. A three-part questionnaire was used. It was found that respondents have negative attitudes towards using E-Learning applications in vocational education courses during COVID 19 crisis in Jordan. It was found that the severity of the challenges associated with using E-Learning applications in this regard is high. In the light of the study’s results, several recommendations were proposed. For instance, the researchers recommend providing vocational education teachers at Jordanian schools with training courses about the way of using E-Learning applications.

scholarly journals Initial VET in Spain

2018 ◽  
pp. 169-174
Author(s):  
Fernando Marhuenda-Fluixá ◽  
María José Chisvert-Tarazona ◽  
Alicia Alicia Ros-Garrido
Keyword(s):  
Vocational Education ◽  
Education System ◽  
Trade Unions ◽  
Formal Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Reform Process ◽  
Active Involvement ◽  
General Overview ◽  
And Training

Initial vocational education in Spain was created within the formal education system in 1970. During the reform process, in 1990, it has been acquired modern architecture. During the period from 1990 to 2002, a series of reforms took place in the country, the most important of which was the adoption in 2002 of the national law on education, the main provisions of which were agreed upon with all stakeholders - the main political parties, social agents, employers and trade unions. The law introduced the following key features of the vocational education system in Spain: a mandatory curriculum module for all students of vocational education institutions that is implemented directly at the workplace; the same requirements for entry into higher education institutions for all searchers; active involvement of employers, representatives of trade unions, administrations in the process of developing of professional qualifications and vocational education curricula. The article provides a general overview    of Spain’s vocational education system in social and historical contexts. The institutional and legislative mechanisms, which ensure functioning of the corresponding system (functions of which are, in particular, the legislation of the management of the system of vocational education and training) are described. A general overview of the major reforms in the VET system in Spain is presented, which gives the reader a certain idea of the trends that have taken place over the years and indicate an increase in the prestige of vocational education and training.

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