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2017, Cilt 7, Sayı 3, Sayfa(lar) 484-493
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DOI: 10.5961/jhes.2017.225
Vocational Education According to Programme for International Student Assessment-2015 Results in Turkey
İlhan ATİK
National Defense University, Non-Commissioned Officer Higher Vocational School, Department of Military Sciences, Izmir, Turkey
Keywords: Employment, Vocational education, Program for International Student Assessment, PISA 2015

The technologies used in information, production and service are constantly changing. The social, political and economic situation at the global level puts pressure on local employment conditions. In a complex world, being a young employee requires complex thinking skills such as analyzing, evidence and problem solving evaluation, and good communication skills. Such skills are not only the skills necessitated by an elite segment as in the past, but the skills that almost all citizens need. Our country has a significant competitive power with its young population. In the future, by educating this young population with the right vocational education, there is a potential to be a promise in business areas where technology is heavily used. However, despite the transfer of increasing financial resources to educational activities every year, the expected success from education cannot be achieved. This problem is especially witnessed in schools that offer vocational and technical education. Especially in recent years, many countries are reviewing their education systems in international evaluation studies such as PISA (Program for International Student Assessment), TIMSS (Third International Mathematics and Science Study) and PIRLS (Progress in International Reading and Literacy Study). These countries have learned the extent to which educational reforms and investments they have undertaken over time has an impact on the academic achievement of their students. Studies carried out at this international level, including our country, show that our country faces significant problems in terms of students, parents and school administrators and teachers. In these evaluations; pre-school education is not widespread and students who cannot reach the level of basic knowledge at primary and secondary school level continue their education without class repetition. Also, school management, parent and guidance teachers are not consulted effectively about the educational problems of the child. When it comes to vocational education, it is observed that the students with the lowest education achievement prefer these institutions and the concern about not being able to work after graduation has a negative effect on education, which affect both students and teachers negatively. By referring vocational training and the work carried out by our country in this regard, problems and solution proposals will be tried to be presented within the scope of PISA 2015 results.

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