Evaluation of modular system implemented in vocational and technical secondary schools by using Provus? Discrepancy Model

The aim of this study is to evaluate modular system implemented in vocational and technical secondary schools by using Provus? Discrepancy Model. In this study, changes that occurred at structure of vocational and technical secondary schools through modular system, as well as modular curricula with structural dimensions implemented by these schools were evaluated.In this study, individual and relational survey was used because Population of study consist of teachers and principals who teach/work at vocational and technical secondary schools in 2010-2011 academic years under General Directorate of Vocational and Technical Education and Training. Stratified sampling was used to define sample size. Stratified sampling was chosen in the study in order to guarantee to be represented of sub-groups. Two different stratified samplings criteria were used in the study. One of them is 11 vocational fields and the other one is level of economic development point of industrial production.Different data collection instruments were used in the study. Quantitative data were gathered by data collection instruments prepared for teachers (OVTA) and principals (YOVTA) and qualitative data were gathered by semi-structured interview form prepared for teachers and sector representatives. OVTA was responded by 1268 teachers and YOVTA was responded by 162 principals from 65 different cities. 11 teachers and sector representatives from different fields were interviewed in order to collect qualitative data in Istanbul. Quantitative data were analysed by using descriptive statistics such as mean (X), frequency (f), percentage (%) and standard deviation and predictive statistics such as one way ANOVA. Descriptive analysis was used in order to classify and analyze quantitative data.Results which are derived from findings listed below; modules which are the most important material of modular curricula were not prepared by considering principal of modular curricula development. Standards which were intended to be reached were not met adequate level. Some differences were found between participants? opinion according to their schools? location?s level of economic development point of industrial production and vocational fields. Furthermore, changes which were intended to be reached in structure of vocational and technical schools are inadequate. However, competences and qualifications of graduates are met need of sector?s expectations at fundamental competences, but are not met at specific competences needed at sectors that employ graduates of vocational and technical secondary schools.In order to implement modular system effectively some of recommendations are listed below; modules should be developed according to principals of modular curricula development. In addition, modules should be evaluated and updated according to finding of evaluation periodically considering current technological advancements. Staff qualifications and equipments of vocational and technical secondary schools should be suitable for modules in order to teach content of modular curricula and its practices. Moreover, structural changes and graduation requirements at vocational and technical secondary schools must be put into practice accompanying flexible structure of modular system. Competences and qualification should be proved by certification in cooperation with Vocational Qualifications Authority and other related bodies.