This  project  has  been  funded  with  support  from  the  European  Commission  

 

       

           

     

Validation  Report    Vocational  Education  &  Training  Sector  Author:  Bulent  Yilmaz  

Ver:  Final  

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EXECUTIVE SUMMARY

The  present  report  constitutes  the  delivery  D5.2  of  the  Work  Package  5:  Validation.  

 

The  core  objectives  of  the  EMPATIC  project  are  to:  

-­‐ draw   together   and   valorise   the   results   of   previous   Information   Literacy   initiatives   and   projects  across  the  school,  university,  adult  and  vocational  learning  sectors;    

-­‐ use  this  evidence  to  influence  policy  makers’  perceptions  and  actions  to  support  a  marked  increase  in  piloting  and  mainstreaming  of  Information  Literacy;  

-­‐ have  a  significant  impact  on  validating  new  learning  paradigms  and  strategic  thinking  on  curriculum  reform.  

 

Within  the  work  plan  of  EMPATIC,  Work  Package  5  aimed  to  validate  the  models,  standards,  performance  measures  and  case  approaches  developed  in  the  previous  work  packages.        

 

Round-­‐table  workshops  were  facilitated  for  each  of  the  four  transversal  sectors,  bringing  together   invited  policy   makers   together   with   expert   stakeholders   (including   researchers   and   representatives   from   the  learning/teaching  professions).  

 

Brief  summaries  of  each  workshop  are  provided,  together  with  outlines  of  key  issues  identified.  

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Table of Contents

EXECUTIVE SUMMARY ................................................................................................ 2  

SECTION 1: WORKSHOP [THE IMPORTANCE OF INFORMATION LITERACY IN THE VOCATIONAL SECTOR] ............................................................................................... 4  

1.1. VENUE; DATES ......................................................................................................... 4  1.2. WORKSHOP CHAIR; WORKSHOP RAPPORTEURS ............................................................... 4  1.3. AGENDA/PROGRAMME WITH SPEAKERS ......................................................................... 4  1.4 BRIEF OUTLINE OF POINTS DISCUSSED .......................................................................... 4  

1.4.1 FUNCTION OF INFORMATION LITERACY IN VOCATIONAL EDUCATION (VET) ............................... 4  1.4.2 SITUATION OF VET IN TURKEY .................................................................................. 5  1.4.3 VOCATIONAL EDUCATION PROBLEMS IN TURKEY .............................................................. 6  1.4.4 HOW COULD INFORMATION LITERACY BE INTEGRATED INTO VOCATIONAL EDUCATION IN TURKEY? .... 6  

1.5 MAJOR ISSUES IDENTIFIED .......................................................................................... 6  1.5.1 THE LACK OF AWARENESS IN INFORMATION LITERACY ON THE LEVEL OF SOCIETY ........................ 6  1.5.2 THE LACK OF AWARENESS IN INFORMATION LITERACY BY POLITICIANS AND USERS ...................... 6  1.5.3 THE PROBLEM OF NOT ESTABLISHING RELATIONSHIP BETWEEN VOCATIONAL EDUCATION AND INFORMATION LITERACY .................................................................................................. 7  1.5.4 THE LACK OF COOPERATION BETWEEN THE INSTITUTIONS CONNECTED WITH VOCATIONAL EDUCATION7  

1.6 MODIFICATIONS/ADDITIONS SUGGESTED TO BEST PRACTICES / CASE STUDIES ...................... 7  1.7 FINALIZED BEST PRACTICES/CASE STUDIES FOR VOCATIONAL EDUCATION SECTOR ................. 7  

THE IMPROVEMENT OF THE BEST PRACTISES LISTED ABOVE HAS BEEN APPROPRIATED AT THE WORKSHOP. .... 7  

SECTION 2: DESCRIPTION OF THE “REAL-LIFE” IL ACTIVITIES IN EACH COUNTRY FOR EACH SECTOR ...................................................................................................... 8  

2.1 BRIEF OUTLINE OF POINTS DISCUSSED .......................................................................... 8  2.1.1 THE LACK OF BUDGET, TRAINERS AND CONTENT FOR VOCATIONAL EDUCATION .......................... 8  2.1.2 THE PROBLEM ABOUT INTEGRATION OF INFORMATION LITERACY INTO VOCATIONAL EDUCATION ....... 8  2.1.3 THE PROBLEM ABOUT THE LACK OF EFFECT OF THE VOCATIONAL EDUCATION TO CAREERS .............. 8  2.1.4 THE LACK OF INFORMATION PROFESSIONALS TO GIVE LESSON OF INFORMATION LITERACY IN VOCATIONAL EDUCATION ................................................................................................. 8  

SECTION 3 CONCLUSIONS .......................................................................................... 9  

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SECTION 1: WORKSHOP [THE IMPORTANCE OF INFORMATION LITERACY IN THE VOCATIONAL SECTOR]

1.1. Venue; dates

Turkish National Library Ankara-Turkey, 30 May 2011

1.2. Workshop Chair; workshop rapporteurs

Prof. Dr. Bülent Yılmaz – Nevzat Özel

1.3. Agenda/programme with speakers

09.30 Registration and

Opening Speeches 10.00 Keynote Speech: “The Importance of Information Literacy” (Prof. Dr. Serap

Kurbanoğlu, Hacettepe University Department of Information Management) 10.45 Break 11.05 “Vocational Education & Training” (Ass. Prof. Dr. Mersini Moreleli-

Cacouris, Department of Library Science and Information Systems, Alexander Technological Educational Institute of Thessaloniki, Greece)

12.00 Break 12.15 “What is EMPATIC Project?” (Prof. Dr. Bülent Yılmaz, Hacettepe University

Department of Information Management) 13.00 Lunch 14.00 Workshop: “Vocational Education and Information Literacy” (Chairman: Prof.

Dr. Bülent Yılmaz, Hacettepe University Department of Information Management)

15.00 Break 15.20 “Remarks and Evaluation” (Prof. Dr. Serap Kurbanoğlu, Hacettepe

University Department of Information Management) 16.00 Close

1.4 Brief outline of points discussed

1.4.1 Function of Information Literacy in Vocational Education (VET)

At the workshop, the followings regarding the functions of information literacy in vocational education have been determined:

Information literacy; • is essential for productivity and efficiency at work. • is a main provision for personal and institutional development and lifelong

learning. • is related to the concepts of ongoing education, lifelong learning, self-education. • facilitates the adaptation of changes/development at work. • provides the work force of high quality. • supports the economic growth.

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1.4.2 Situation of VET in Turkey

The Ministry of National Education is responsible for VET in Turkey. It is under the authority of a general manager in the Ministry. In addition, the municipalities, universities and trade unions organize VET activities. Some data on VET in Turkey are introduced as follows: Table 1. Numbers of Vocational Education in Turkey (2009) Vocational Education Total Male Female Participant 7 062 429 3 725 436 3 336 993 Teacher 92 976 53 673 39 303 Source: TÜİK 2011 (Turkish Statistical Year Book 2010. Ankara: TÜİK.)

• The students attending Vocational Education (VET) is not low in number. • The number of males and females attending VET are nearby. • The lack of teacher is the main problem. There are 76 students per teacher.

The distributions of VET activities in Turkey according to the institutions are presented in the Table 2. Table 2. VET Courses According to the Institutions in Turkey (2009) Institutions Course Number Participant Number Municipalities 11 726 359 116 Ministries 6 236 334 616 Universities 1 435 70 128 Trade Unions 420 46 419 TOTAL 19 817 810 279 Source: TÜİK 2011

• VET is mostly organized by municipalities. • The number of VET organized by ministries is near to that of municipalities. • VET activities organized by universities and trade unions are low in number.

The distribution of courses arranged in Turkey according to the subjects is as follows: Table 3. VET Course Subjects in Turkey (2009) Subject Course Numbers General 529 Education 2 297 Humanities/Art 5 862 Social Sci./Business/Law 4 136 Science/Mathematics/Computer Sci. 2 458

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Engineering 1 456 Agriculture 89 Health 559 Services 2431 TOPLAM 19 817

• VET is mostly organized in the fields of Humanities/Art and Social Sciences/Business/Law.

• The courses in the fields of Agriculture and Health are low in number. • The number of courses in the field of Engineering is not on the high level.

1.4.3 Vocational Education Problems in Turkey

The following points considering vocational education problems in Turkey have been discussed at workshop:

• Institutional arrangements of vocational education complex • The VET sector is the least understood and most poorly defined education sector,

facing also a status and image problem. • There are some problems with quality of VET • It is a problem that diversity in responsibility for VET development, management

and policy strategies on the national level

1.4.4 How could Information Literacy be integrated into Vocational Education in Turkey?

One of the most important issues discussed at workshop is how information literacy could be integrated into vocational education. In ongoing vocational education activities, information literacy is not a component or a subject of them. Attracting the attention of The Ministry of Education, municipalities and the other institutions to this issue and creating sensitivity have been suggested.

1.5 Major issues identified

1.5.1 The Lack of Awareness in Information Literacy on the level of Society

One of the most significant problems about VET in Turkey is the lack of awareness in information literacy on the level of society. The society has not conceived the importance of information literacy yet. They do not think that the problems they face about utilizing information and communication technologies in social life are caused by the lack of information literacy.

1.5.2 The Lack of Awareness in Information Literacy by Politicians and Users

The lack of awareness in information literacy on the level of society is also seen for decision makers, politicians and users in Turkey. They are not aware sufficiently of how much information literacy is important for society. Moreover, they have not completely realized that people outside formal education can gain the competence of information literacy via VET.

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1.5.3 The Problem of Not Establishing Relationship between Vocational Education and Information Literacy

The fact that information literacy is or should be a part of vocational education (VET) is not known in Turkey. In other words, information literacy has not been regarded as the field of VET yet.

1.5.4 The Lack of Cooperation between the Institutions Connected with Vocational

Education

There is not sufficient coordination and cooperation within and between related formal and civil institutions on VET. This leads to unproductiveness and extravagance in VET activities.

1.5.5 The Lack of National Policy in the Subject of Vocational Education

The other significant problem about VET in Turkey is lack of national policy in the subject of vocational education. That is why, the VET activities can not disciplined and continued neatly, the cooperation between institutions can not be established, the fields lack of education can not be determined and VET activities on national level can not be realized.

1.6 Modifications/additions suggested to Best Practices / case studies

The participants at the workshop have concerned with the following 3 best practises: 1. Database of training offers/PARP - the Polish Agency for Enterprise Development: It has been stated that this practice can be applied in Turkey and a database can be developed by the Ministry of Education cooperating with Turkish Librarians’ Association and The Departments of Information Management at universities.

2. Training-the-Trainers in Information Literacy/UNESCO: Since one of the most important problems in Turkey about VET is the lack of trainers about information literacy, it will be possible to have trainers in that subject by a project. Also, that kind of project can supply the trainers, who are still giving education, with educational support.

3. Training of Information Professionals/UNESCO: It has been thought that information professionals holding the most important role in the training of information literacy also need education in this subject. Information professionals can also be educated so as to give education about information literacy.

1.7 Finalized Best Practices/case studies for Vocational Education Sector

The improvement of the best practises listed above has been appropriated at the workshop.

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SECTION 2: DESCRIPTION OF THE “REAL-LIFE” IL ACTIVITIES IN EACH COUNTRY FOR EACH SECTOR

2.1 Brief outline of points discussed

2.1.1 The Lack of Budget, Trainers and Content for Vocational Education

One of the most significant points for VET in Turkey is the lack of budget, trainers and educational content (material) for vocational education.

2.1.2 The Problem about Integration of Information Literacy into Vocational Education

Information literacy has not been included into VET yet in Turkey. Information literacy is not thought to be a part of VET.

2.1.3 The Problem about the lack of effect of the Vocational Education to Careers

Attending vocational activities in Turkey does not lead to increase in salary and cause workers to find work and to be promoted. For this reason, people do not feel a desire to join VET activities. 2.1.4 The Lack of Information Professionals to Give Lesson of Information Literacy in

Vocational Education

Information professionals to give lesson of information literacy in the scope of VET are not only inadequate in number but also have insufficient knowledge and competence in this subject.

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SECTION 3 CONCLUSIONS

In the framework of the discussion made at the workshop, the following suggestions have been given on the subject of Information literacy in VET for Turkey.

1. Awareness of society, decision makers, politicians and users should be created about information literacy. In this context, the Ministry of Education, Turkish Librarians’ Association (TKD) and the Departments of Information Management at universities should cooperate with each other.

2. Information literacy should be integrated into the VET activities still arranged by municipalities, ministries, universities and the other institutions. In this framework, TKD should connect with municipalities and ministries

3. In cooperation with Turkish Librarians’ Association (TKD), the Departments of Information Management at universities should organize projects and curriculum about information literacy realizing the education of trainers.

4. The Departments of Information Management at universities should prepare educational contents/materials related to information literacy.

5. Turkish Librarians’ Association (TKD) should organize courses to provide people with competence in information literacy by cooperating with public libraries.

6. Enterprises by Ministries for the reflection of the attendance in education on information literacy and VET to the workers’ careers should be made.

7. International projects and cooperations concerning VET and information literacy should be developed.

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http://empat-ic.eu/eng/

Project funded by the European Commission

under the Lifelong Learning Programme

This publication reflects the views only of the author, and the Commission cannot be

held responsible for any use which may be made of the information contained therein.