The comparison of the Turkish teaching programme of vocational training center with the course book with the Turkish teaching elementry textbooks of eight th class

Education-teaching is not an activity made only in formal educational institutions. Individuals might not attend a top academic program after completing compulsory basic training. For the individuals in this case countries give importance to non-formal education institutions. The vocational training centers, one of the non-formal education institutions, which aim to train qualified personnel to industrial sectors, are lower-cost institutions than formal educational institutions. In Turkey, apprenticeship training system, connected to a system after 1986.In vocational training centers theoretical training given to the based on profession; and they can make their practical training under the supervision of the master trainers engaged in the business environment. In Vocational Training Centers theoretical training program are designed which is applied to apprentice students. In our research we have identified The Turkish lesson and Turkish subject applied inVocational training centers as the subject. We tried to show the features of the program and textbooks, changes and problems. We aimed to compare with he 8th class Turkish textbooks and elementary Turkish program with the Turkish program applied to apprentices in order to show the functionality and the problems of Turkish curriculum and textbooks. We focused on, Turkish Instructor apprenticeship programs. In doing so we found it suitable to compare with the Turkish primary education program which has a certain level and many academic research were made on.In apprenticeship training centers, in educational programs, Turkish lessons are the axis lessons. However, in apprenticeship training, in 1986, 1998, 2001 and 2005, the Turkish curriculum has changed. Despite the changes in a short time, Turkish curriculum is not in desired level. In addition, while the name of the lesson was Turkish in vocational training centers, it was changed to Turkish language and literature in 98 curriculum. In 2001 program the name became Turkish again.Although contents of Turkish Education programs applied to apprentices students is full, it was expressed not to go deeply. In addition, in the program with many issues the course lessons were very limited. Is it being seen that the time is the main problem in Turkish program in apprentices training.Although it is mentioned about the basic skills in Turkish curriculum, it is seen that these kinds of activities are very little or they aren?t gained properly. In addition, it is understood that there is a problem in the distribution of the units.The period of the vocational courses is two or three years and this affects Turkish lessons. In two-year professions there is one year Turkish lesson, and in three-year professions three are two year Turkish lessons. Therefore, the apprentices with two ?year professions can?t study the necessary Turkish subjects.In another topic in our research the is apprenticeship Turkish course books. Apprenticeship textbooks are not in desired level. While having more than one publishing house in primary education improve the quality of the books, there is no such option in apprenticeship training Turkish textbooks. There are many shortcomings in the order of the textbooks, images and texts .In apprenticeship Turkish Training program, there are lots of problems such as, the distribution of units, the paces of the basic skills stated in the program, not to be visualized of literary genres by each student, and also functional and visual problems. The level of performing of the basic skills mentioned in the Turkish Apprenticeship training program is very hard to reach with he applied content and course books.Vocational education in our country is extremely important. Therefore, review and regulation of apprenticeship training Turkish curricula is required. According to the contents of the programs and achievements the quality of the text books need to be improved. In addition, Turkish course programs should be implemented skill training course of headworkers.Because the individual is within reading, listening, speaking and writing skills in throughout his life.Master trainer is the person who teach his professions to the apprentice. If he master trainer has not have he lundementals at listening and speaking, ability there will be a communication problem emerged between master trainer and the apprentice.Up to date, there is not any academical research an Turkish Apprenticeship Progame in that perspective our research has its own speciaularity and will be served as a resource for the oney who would are interested in.Key Words:Vocational training center, native education, Turkish language programme , course book.