Opinions of School Administrators on the Vocational Training Center (MESEM)  (The Case of Sivas Province)

Eyüp Durna; Sümeyye Mermer

Makale detayları

Opinions of School Administrators on the Vocational Training Center (MESEM) (The Case of Sivas Province)

Yazarlar:

Eyüp Durna | Sümeyye Mermer

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Alan Eğitimleri (Diğer) | Eğitim Yönetimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.806-825

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001319022

pISSN:

1303-0493

Anahtar kelimeler:

Özet:

 Vocational training centers MESEM is abbr. of Mesleki Eğitim Merkezleri are education institutions that provide vocational training to all age groups who are secondary school graduates and enable individuals who have not completed their high school education to graduate from these kinds of high schools. Providing theoretical training at school one or two days a week and practical training at the workplace three or four days a week, MESEMs provide practical training at workplaces, eliminating the need for workshops, laboratories and equipment that require high budgets. Although there are various problems in practice, MESEMs have an increasing importance in vocational education. This study aims to describe the Vocational Education Center MESEM application, which was included in the scope of compulsory and formal education in the field of vocational education by the Ministry in 2016, according to the opinions of the school administrators who are in the position of executing the project. The case study method, which is among the qualitative research methods, was used to obtain data in the study. The study group of the research consisted of 12 school administrators who were selected using typical and criterion-based sampling selection methods among the school administrators who carried out the MESEM application. In this research, vocational training centers within the Vocational and Technical Anatolian High Schools providing vocational education in Sivas were selected. Data in the study were obtained with a semi-structured interview form developed by the researchers. The data obtained; interpreted by content analysis. As a result of the research, when the opinions of the managers were described, it was seen that the majority of the problems were caused by the lack of legislation specific to MESEMs. Problems originating from the businesses where students receive practical training, problems originating from students, absenteeism problems, lack of equipment in schools, and e-MESEM problems were expressed by administrators as other problems. When the opinions of the administrators regarding the solution of the problems were examined, it was seen that many problems encountered in practice would be solved by developing legislation specific to MESEMs. In addition, it was stated by education administrators that the problems encountered would be solved by investments to strengthen the educational infrastructure in vocational education centers and effective supervision and guidance studies.

 Vocational training centers MESEM is abbr. of Mesleki Eğitim Merkezleri are education institutions that provide vocational training to all age groups who are secondary school graduates and enable individuals who have not completed their high school education to graduate from these kinds of high schools. Providing theoretical training at school one or two days a week and practical training at the workplace three or four days a week, MESEMs provide practical training at workplaces, eliminating the need for workshops, laboratories and equipment that require high budgets. Although there are various problems in practice, MESEMs have an increasing importance in vocational education. This study aims to describe the Vocational Education Center MESEM application, which was included in the scope of compulsory and formal education in the field of vocational education by the Ministry in 2016, according to the opinions of the school administrators who are in the position of executing the project. The case study method, which is among the qualitative research methods, was used to obtain data in the study. The study group of the research consisted of 12 school administrators who were selected using typical and criterion-based sampling selection methods among the school administrators who carried out the MESEM application. In this research, vocational training centers within the Vocational and Technical Anatolian High Schools providing vocational education in Sivas were selected. Data in the study were obtained with a semi-structured interview form developed by the researchers. The data obtained; interpreted by content analysis. As a result of the research, when the opinions of the managers were described, it was seen that the majority of the problems were caused by the lack of legislation specific to MESEMs. Problems originating from the businesses where students receive practical training, problems originating from students, absenteeism problems, lack of equipment in schools, and e-MESEM problems were expressed by administrators as other problems. When the opinions of the administrators regarding the solution of the problems were examined, it was seen that many problems encountered in practice would be solved by developing legislation specific to MESEMs. In addition, it was stated by education administrators that the problems encountered would be solved by investments to strengthen the educational infrastructure in vocational education centers and effective supervision and guidance studies.

 Vocational training centers MESEM is abbr. of Mesleki Eğitim Merkezleri are education institutions that provide vocational training to all age groups who are secondary school graduates and enable individuals who have not completed their high school education to graduate from these kinds of high schools. Providing theoretical training at school one or two days a week and practical training at the workplace three or four days a week, MESEMs provide practical training at workplaces, eliminating the need for workshops, laboratories and equipment that require high budgets. Although there are various problems in practice, MESEMs have an increasing importance in vocational education. This study aims to describe the Vocational Education Center MESEM application, which was included in the scope of compulsory and formal education in the field of vocational education by the Ministry in 2016, according to the opinions of the school administrators who are in the position of executing the project. The case study method, which is among the qualitative research methods, was used to obtain data in the study. The study group of the research consisted of 12 school administrators who were selected using typical and criterion-based sampling selection methods among the school administrators who carried out the MESEM application. In this research, vocational training centers within the Vocational and Technical Anatolian High Schools providing vocational education in Sivas were selected. Data in the study were obtained with a semi-structured interview form developed by the researchers. The data obtained; interpreted by content analysis. As a result of the research, when the opinions of the managers were described, it was seen that the majority of the problems were caused by the lack of legislation specific to MESEMs. Problems originating from the businesses where students receive practical training, problems originating from students, absenteeism problems, lack of equipment in schools, and e-MESEM problems were expressed by administrators as other problems. When the opinions of the administrators regarding the solution of the problems were examined, it was seen that many problems encountered in practice would be solved by developing legislation specific to MESEMs. In addition, it was stated by education administrators that the problems encountered would be solved by investments to strengthen the educational infrastructure in vocational education centers and effective supervision and guidance studies.

 Mesleki eğitim merkezleri MESEM ortaokul mezunu bütün yaş gruplarına mesleki eğitim veren, lise eğitimini tamamlayamamış bireylerin meslek lisesi mezunu olmasını sağlayan mesleki eğitim kurumlarıdır. Haftanın bir ya da iki günü okulda teorik eğitim, üç ya da dört günü iş yerinde pratik eğitim veren MESEMlerde uygulamalı eğitimlerin işyerlerinde yapılması, yüksek bütçe isteyen atölye, laboratuvar ve donatı ihtiyacını ortadan kaldırmıştır. Uygulamada yaşanan çeşitli sorunlar olmakla birlikte, MESEMler, mesleki eğitim içerisinde gittikçe artan bir öneme sahiptir. Bu çalışma ile Bakanlık tarafından mesleki eğitim alanında 2016 yılında zorunlu ve örgün eğitim kapsamına alınan Mesleki Eğitim Merkezi MESEM uygulamasının, projenin yürütücüsü konumunda olan okul yöneticilerinin görüşlerine göre tasvir edilmesi amaçlanmıştır. Çalışmada veri elde etmek için nitel araştırma yöntemleri içerisinde yer alan durum çalışması metodu kullanılmıştır. Araştırmanın çalışma grubunu MESEM uygulamasını yürüten okul yöneticileri arasından tipik ve ölçüte dayalı örneklem seçme yöntemleri kullanılarak belirlenen 12 okul yöneticisi oluşturmuştur. Bu araştırmada Sivas ilinde mesleki eğitim veren Mesleki ve Teknik Anadolu Liseleri bünyesinde bulunan mesleki eğitim merkezleri seçilmiştir. Araştırmada veriler, araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu ile elde edilmiştir. Elde edilen veriler; içerik analizi ile yorumlanmıştır. Araştırma sonucunda, yöneticilerin görüşleri betimlendiğinde, MESEMlere özel mevzuatın olmamasından kaynaklanan problemlerin çoğunlukta olduğu görülmüştür. Öğrencilerin uygulamalı eğitim aldığı işletmelerden kaynaklı problemler, öğrencilerden kaynaklı problemler, devamsızlık sorunları, okulların donatı yetersizliği, e-MESEM sorunları diğer sorunlar olarak yöneticiler tarafından ifade edilmiştir. Yöneticilerin sorunların çözümüne yönelik görüşleri incelendiğinde, MESEMlere özel mevzuat geliştirilerek uygulamada karşılaşılan birçok sorunun çözüleceğinin dile getirildiği görülmüştür. Ayrıca, karşılaşılan sorunların mesleki eğitim merkezlerinde eğitim altyapısını güçlendirmeye yönelik yatırımlar, etkili denetim ve rehberlik çalışmaları ile çözüleceği eğitim yöneticileri tarafından ifade edilmiştir.

Makale detayları

Opinions of School Administrators on the Vocational Training Center (MESEM) (The Case of Sivas Province)

Yazarlar:

Eyüp Durna | Sümeyye Mermer

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Alan Eğitimleri (Diğer) | Eğitim Yönetimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.806-825

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001319022

pISSN:

1303-0493

Vocational Training

Apprenticeship Training

Vocational Training CenterMesleki Eğitim

Çıraklık Eğitimi

Mesleki Eğitim Merkezi

Sayı

Makale detayları

Opinions of School Administrators on the Vocational Training Center (MESEM) (The Case of Sivas Province)

Yazarlar: Eyüp Durna | Sümeyye Mermer

Yayıncı: Bolu Abant Izzet Baysal University

Ana Başlıklar: Alan Eğitimleri (Diğer) | Eğitim Yönetimi

Dergi: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.806-825

Belge Tipi: Makale

Yayın Tarihi: 6/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001319022

pISSN: 1303-0493

Vocational Training

Apprenticeship Training

Vocational Training CenterMesleki Eğitim

Çıraklık Eğitimi

Mesleki Eğitim Merkezi

Sayı

Yazarlar:

Eyüp Durna | Sümeyye Mermer

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Alan Eğitimleri (Diğer) | Eğitim Yönetimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 2, pp.806-825

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001319022

pISSN:

1303-0493