According to the information compiled by the AA correspondent from the 2027 Presidential Annual Program, the school management system will be improved, allowing all stakeholders to be included in the decision-making process in schools, and the quality of education will be increased with participation in school management.
In this regard, the participation of the private sector and families in decision-making processes, including course selection in vocational education, will be ensured.
Studies will be carried out to increase cooperation with the private sector in vocational and technical education, and a vocational education management model will be developed in which the roles and responsibilities of all stakeholders will be defined. In this context, cooperation models such as regional schools, in-sector schools and sector-integrated schools will be expanded in requested areas.
Long-term cooperation processes, including financing, will be carried out between the private sector and vocational and technical education institutions.
In order to improve the education-employment relationship, in-sector schools, sector-integrated schools, regional schools and specialized vocational high schools will be expanded, and the number of vocational secondary schools opened within vocational and technical Anatolian high schools will be increased.
Training capacity and opportunities of companies operating in priority sectors will be determined.
According to the annual program, vocational and technical education students will be able to benefit from the training center infrastructure in companies operating in priority sectors of the industry.
The training capacity and opportunities of companies operating in priority sectors will be determined, and protocols will be made and put into practice for students to receive practical training in these companies.
In order to increase the quality of internship and vocational training practices in enterprises, projects will be developed to provide in-service training for master trainers and trainers in enterprises and the trainings will be monitored.
Trainings will be organized for masters, master instructors and managers of businesses where students of vocational training centers in the determined pilot provinces receive practical training. Business pedagogy training will be provided in order to improve the skills of master trainers and trainers in businesses in areas such as professional ethics and Ahi, occupational health and safety, and communication.
New areas and branches will be opened in line with the needs of the sector and the requirements of the age.
In vocational and technical education, the acquisition of vocational, academic, digital and social skills will be improved, and commitment to professional values will be strengthened through the Ahi culture.
MEB will develop a comprehensive assessment-evaluation system that will include academic, vocational, digital, social and emotional skills. Reports will be created with the contributions of relevant sector representatives in order to evaluate digital education technology solutions that can be used in inclusive measurement-evaluation processes.
The process of opening and closing fields and branches in vocational and technical secondary education will be carried out in line with local needs and sector demands. Thus, new fields and branches will be opened in line with the needs of the sector and the requirements of the age.
By ensuring active use of technology, digital skills of students and educators as well as professional knowledge will be developed, in-service trainings will be organized for teachers and administrators, and teaching tools and contents will be prepared.
Vocational and technical education process will be planned holistically
According to the annual program, the transition to the labor market of individuals receiving vocational and technical education will be facilitated.
In this context, young people will be enabled to make choices in line with the needs of the labor market in order to improve the harmony between the labor market and vocational and technical education. Various incentive mechanisms such as scholarships and educational support will be implemented to ensure that young people are directed towards vocational and technical education in priority sectors.
In cooperation with the private sector, needs planning will be made on the basis of department and field in vocational and technical education, and a skill need map will be prepared at regional and sectoral levels.
In order to meet the need for qualified workforce, vocational high schools and higher education institutions, especially those located in organized industrial zones (OIZs), will be matched in terms of program, management, human resources, financing and physical infrastructure, based on program integrity.
In addition, the vocational and technical education process will be planned holistically, and complementary programs will be developed between education levels.
