A model proposal regarding to reconstruction of vocational and technical training within the context of European Credit System for Vocational Education and Training (ECVET)

The aim of this study is to develop a model which can be used in vocational technical high schools in Turkey and which is compatible with European Credit System for Vocational Education and Training (ECVET) including formal, informal and non-formal learning altogether. The model offered within the study covers; (1) recognition of the certificates, degrees and documents given by vocational education institutions on secondary education level within ECVET, (2) flexible and dynamic improvement of the administrative structure of vocational technical institutions which will make the application of ECVET possible, (3) training and employing technical teachers who will work in vocational technical secondary schools. The conflict in the study is that, currently, the vocational technical high schools are based on degree and there are no descriptive indicators to show grades, institutions which give vocational, technical education are administered by different head offices within the central organization of the Ministry of Education and the training and employment of the teachers who are employed in those institutions are not competency-based. This study is limited to the certification of formal, informal and non-formal learning outcomes in each level which are acquired in vocational and technical secondary schools, administration of those institutions and training and employment of the teachers for technical lessons. This study includes four parts. In the first part, the legal documents regarding the education and vocational training since the foundation of the European Union are analyzed and certain agreements are included. EU education policies are discussed within the context of their historical improvements starting from the founders agreements. Vocational education policies are historically analyzed firstly in Paris Agreement that founded the European Coal and Steel Community, then in Rome Agreement which founded the European Atomic Energy Community and the European Economic Community and finally in Maastricht Agreement. Lifelong Learning Programs which have a significant place in EU education policies are considered in this part as well. Moreover, putting an emphasis on the reconstruction of vocational and technical education and its reasons in Turkey, EU members Germany and France are offered as examples in this part in terms of their compatibility levels to the European Qualification Framework. In the second part, the effects of the EU harmonization process on Turkish Vocational Technical Education are analyzed. Besides, how the other countries which accomplished the candidacy process successfully and became a member of the EU are affected by the EU policies has been discussed in this part. Furthermore, Turkish National Agency and Vocational Qualifications Authority, which were founded during the candidacy process in the field of Turkish Vocational and Technical education, are two significant institutions discussed in this part. National Occupational Standards, Sector Committees, certification in vocational education and exam centers that have not been recognized in the field of vocational education in Turkey before have also been discussed in this part. Finally, samples of projects which are worth receiving grants are included in this part in order to explain the ECVET tools, which have been included in EU vocational education policies, and encouraging others to use them. In the third part, considering ECVET, recommended by the European Committee to be used in Vocational and Technical Education, cognitively, skills and qualifications tool (EUROPASS), application of ECVET tools in formal, informal and non-formal learning, the system of European Qualification Framework in vocational education and the European Quality Assurance in Vocational Education and Training have been discussed. While competing with other countries in science and technology, EU realized the importance of training skilled labor and, for this purpose, developed various policies regarding the vocational education. ECVET is one of the most significant tools which have been recently developed in the field of vocational education. In the fourth part of this study, a model proposal has been developed on the purpose of applying ECVET tools in formal, informal and non-formal learning in vocational and technical education. The model developed includes those aspects: 1. Aspect: A Model of Documentation and Certification in Vocational and Technical education within the context of ECVET 2. Aspect: Management Model in Vocational and Technical Education within the context of ECVET 3. Aspect: A Model of Training Vocational Education Teachers and Employment in Vocational Schools With the model recommended, it is aimed to make it possible that individuals receive vocational education flexibly with formal and informal learning and the qualifications acquired by non-formal learning are recognized, those qualifications are accumulated and mobilized.