Cognitive, affective and psychomotor products of a sector-focused vocational training program

The aim of this research is to prepare and implement a curriculum to train qualified personnel in the sector in accordance with the data obtained after determining the expectations of sector representatives in the field of machine technology, and to reveal and evaluate the cognitive, affective and psychomotor outputs of this program. For this purpose, the opinions of the sector representatives and teachers about the computer-aided production course curriculum were collected, a curriculum was developed in line with these opinions, and the cognitive, affective and psychomotor outcomes of this curriculum were revealed. This study, in which exploratory sequential mixed design was used, was conducted in Ankara in the 2022-2023 academic year. In the research, interviews were conducted with 12 sector representatives operating in the field of machinery and 8 teachers in the field of machinery and design technology. A curriculum was prepared and implemented in line with the interviews. Students' cognitive learning levels, psychomotor learning levels and academic self-confidence levels were tested using a quasi-experimental design with pretest-posttest control group. As a result of the research, the curriculum prepared with the participation of stakeholders was not effective on students' cognitive learning level, but it was significantly effective on their psychomotor learning level and academic self-confidence. The students and the teacher in the experimental group responded positively to the fact that the prepared program was application-oriented and stated that the lesson was more fluent. However, they expressed negative opinions that the prepared program was intense and the duration should be increased. Keywords: vocational education, technical education, vocational and technical education, sector-oriented education, vocational education sector cooperation, situated learning, work-integrated learning, work-based learning