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9 Republic of Turkey Japan International Cooperation Agency (JICA) The Project on Strengthening the Program of Expanding Industrial Automation Technologies Departments (SPREAD) Project Document First Edition April

10 Note: This document is jointly prepared by the Turkish Authorities Concerned and JICA. It describes the background of project and project plan. It will be reviewed with the progress of project Activity, when the necessity arises

11 Table of Contents Abbreviations Ex-ante Evaluations Sheet 1. Introduction Project Backgrounds Socio-economic Conditions Education System in Turkey Education System and Administration Training for In-service Teachers National Strategy for Developing Vocational Education and Training Prior and On-going Projects / Assistance Strengthening the Vocational Education and Training System in Turkey (MEGEP) Assistance by International Donors in the field of VET Situations and Challenges in Raising of Labor Demands of the Industrial Sector Present Situations of Labor Demands of the Industrial Sector Labor Demands of Industrial Automation Technologies Japanese Manufacturers in Turkey Industrial Framework of VET Program for Expanding Industrial Automation Technologies Departments Target Schools for Extending the IAT Department Curriculum and Modules for the IAT Department Present Condition and Problems of the TTC to be Addressed Present Condition of the TTC Problems Addressed of the TTC Project Strategy Outlined Strategy Selection of Approaches Project Site Project Implementation Structure Implementation Agencies Assignment of Project Counterparts Project Design Overall Goal

12 5-1-1 Super Goal Overall Goal Project Purpose Outputs and Activities Plan of Operation (PO) Project Input Input by the Turkish Side Input by the Japanese Side Important Assumptions and Pre-conditions Important Assumptions Pre-conditions Ex-ante Evaluation Relevance Effectiveness Efficiency Impact Sustainability Conclusions Monitoring and Evaluation Notes for Managing the Project Monitoring Plan 76 Annex 1 Project Design Matrix (PDM) Annex 2 Overall Plan of Operation (PO) Annex 3 Training Courses for In-service Teachers in 2006 Annex 4 Number of Students and Teachers of the Expansion Schools Annex 5 Questionnaire Survey for the First Group of Expansion Schools Annex 6 Self Assessment on Knowledge and Skills for Teaching Annex 7 Framework Curriculum of the IAT department Annex 8 Standard Curriculum of the IAT department Annex 9 List of Modules of the IAT department Annex 10 Document of the MoNE for Establishment of TTC Annex 11 Problem Trees Annex 12 Terms of Reference on Japanese Expert and Counterparts

13 Abbreviations AML ATL CNC EML GDTVE IAT ISCED ISCO JCC KOSGEB LLL MEGEP MESS MoNE MVET OVI PLC SPO SPREAD SVET TL TTC TVET VET Anadolu Meslek Liseleri (Anatolia vocational high school) Anadolu Teknik Lisesi (Anatolia technical high school) Computerized numerical control Endüstri Meslek Lisesi (Industrial Vocational high school) General Directorate of Technical and Vocational Education Industrial automation technologies International Standard Classification of Education International Standard Classification of Occupations Joint Coordinating Committee Small and Medium Industry Development Organization Life long learning Türkiye deki Mesleki Eitim ve Öretim Sistemini Güçlendirme Projesi (Strengthening the Vocational Education and Training System in Turkey) Turkish Metal Goods Manufacturers Syndicate Ministry of National Education Modernization of Vocational Education and Training in Turkey Project Objectively Verifiable Indicators Programmable logic controller State Planning Organization Project on Strengthening the Program of Expanding Industrial Automation Technologies Departments Strengthening the Vocational Education and Training System in Turkey Teknik Lise (Technical high school) Teachers Training Center of zmir Mazhar Zorlu AML/ATL Technical and vocational education and training Vocational education and training

14 Ex-Ante Evaluation Sheet 1. Project Title: The Project on Strengthening the Program of Expanding Industrial Automation Technologies Departments (SPREAD) 2. Project Overview (1) Project Objectives The Project plans, implements, evaluates teacher training and prepare long term strategy of the Teacher Training Center (TTC) for the purpose of establishing the teacher training system at the TTC. The Project contributes to meet the labor demand of industrial sector in Turkey on technicians with industrial automation technologies by the establishment of teacher training system at the TTC. (2) Cooperation Period: Three (3) years, from August 2007 to September 2010 (3) Total Cost: USD 2.9Million (planned disbursement by Japanese side) (4) Partner Country s Implementation Organization: Ministry of National Education (MoNE) (5) Supporting Organization in Japan: To be decided. (6) Beneficiaries and Expected Scale of Project Benefits (7) Direct Beneficiaries : Teacher Training Center at zmir Mazhar Zorlu School Indirect Beneficiaries: 300 teachers in the expansion schools Students of IAT department Companies of Industrial Sector 3Necessity of the Technical Cooperation (1) Present Situations and Challenges in VET Since 1990s, the national economy in Turkey has been rapidly developed. Despite of the Gulf War, high inflation and the Russian crisis in the decade, the average annual growth of GDP of Turkey was well over 3%. After 2001, when the severest economic crisis occurred, the GDP has maintained a stable growth as shown in 6% growth per annum in 2003 and 9% in The manufacturing sector has contributed almost a quarter of the GDP as indicated in share of the manufacturing sector in the GDP that was 22.4% in 1990, 23.8% in 1995, 23.8% in 2000 and 25.1% in The previous Project, the Project on Establishment of Industrial Automation Technologies Departments in Anatolian Technical High Schools established the Industrial Automation Technologies Departments as an extension model in zmir and Konya. Curriculum of IAT departments is mainly composed of mechatronics and computer network, and it systematized the various industrial automation technologies. The MoNE established IAT departments at other 20 AML, and the TTC as a part of zmir Mazhar Zorlu School for the teacher training. Although the TTC has started the teacher training course on 2006, several tasks are arisen such as preparation of teacher training textbook, arrangement of teacher training course and evaluation method of

15 teacher training course. (2) National Policies for VET in the Partner Country The Medium-Term Program (2007 to 2009) is aimed at development of the human resources as one of the major program targets. In the program, the human resources are planned to develop from various aspects that include increasing of employability, reducing of regional development disparities, development of the education sector, and others. Basic policies for vocational education and training (VET) in aspect of increasing of employability include (1) acceleration of transition to a modular and flexible VET system necessary for meeting the labor force required by the market, (2) strengthening of the cooperation between education and labor market, (3) support for training of human resources for information and communication technologies particularly for enabling employment of the unemployed young population by means of using distant and non-formal education opportunities, and others. (3) Relevance to the ODA Policy of Japan Human resource development for middle income countries is prioritized in JICA country program. The Project is included in JICA Cooperation program, called Improvement of Vocational Education and Training Program, which aim at improving VET for responding to labor demand of the industrial sector. The previous Project, the Project on Establishment of Industrial Automation Technologies Departments in Anatolian Technical High Schools established the Industrial Automation Technologies Departments as an extension model. This Project aims at supporting the extension of the model established at the previous Project. 4Framework of Technical Cooperation (1) Objective of Cooperation Project Purpose: Teacher training system of the TTC is established. Objectively Verifiable Indicator (OVI). 1 <Indicator on teacher training course at the TTC> XX% of participants assess training courses are practically usable for their lectures and practices for IAT. XX % of participants complete teacher training course. Average score of tests 1 Numerical indicator will be specified at the first Joint Coordinating Committee based upon baseline survey

16 <Indicator on organization of the TTC> Procedures on management of teacher training course are prepared. Percentage of implemented teacher training courses compared with plan <Indicator on long term strategy> Long term strategy of the TTC receives a due consideration from Ministry of National Education. Overall Goal: Vocational education and training (VET) for IAT at the expansion schools is practiced effectively. OVI: XX students will graduate from IAT Departments. Outputs and Activities Output 1 Teacher training program of the TTC is planned. OVI - Number of designed teacher training courses - Number of teacher training textbooks Activity 1-1 Baseline survey of IAT department of expansion schools is conducted. Activity 1-2 Organizational structure of the TTC is arranged. Activity 1-3 Mid-term training plan ( ) is reviewed. Activity 1-4 Module textbook is drafted. Activity 1-5 Teacher training courses are planned. Activity 1-6 Teacher training textbook is drafted. Output 2 OVI: Teacher training courses of the TTC are implemented. Number of implemented teacher training courses Activity 2-1 Equipment for the TTC is installed. Activity 2-2 Orientation for participants is conducted. Activity 2-3 Teacher training courses are implemented Teacher training courses for IAT Departments are implemented Teacher training courses for the adjacent departments (summer seminars) are implemented. Activity 2-4 Seminars on management of IAT Department are conducted for the expansion schools

17 Output 3 OVI Teacher training courses of the TTC are evaluated. - Evaluation on teacher training courses is conducted XX times. - Monitoring is conducted XX times at all the expansion schools. Activity 3-1 Standard of evaluation of teacher training courses and evaluation materials are drafted. Activity 3-2 Teacher training courses are evaluated properly. Activity 3-3 Monitoring on VET of IAT at the expansion schools is implemented. Activity 3-4 The teacher training course and training textbook is reviewed. Output 4 OVI: Planning capacity of the TTC is strengthened. The long term strategy of the TTC is finalized. Activity 4-1 Role of the TTC in the Long term strategy is identified. Activity 4-2 Long term strategy to operate the TTC is drafted and submitted to GDTVE of MoNE Input Japanese Side: Experts, supplemental equipment, counterpart training in Japan, supplemental expenses Turkish Side: Administrative personnel, project counterparts, office and office equipment for JICA experts, training equipment for the TTC, project costs (4) Important Assumptions and Pre-conditions (a) Assumptions for Attaining the Outcomes Teachers of IAT Department in the expansion schools are appointed in time (b) Assumptions for Attaining the Project Purpose A majority of the counterparts remain in the TTC (c) Pre-conditions Necessary budgets of the TTC are appropriately allocated. Appropriate number of the project counterparts is assigned. 5Ex-ante Evaluation (1) Relevance Relevance of the Project is high because of the following points. The Medium Term Program ( ) prioritizes improvement of the human resources. Improvement of human resources and increasing employability are main target of the program. The

18 Project has goals that are highly relevant to these national priority strategies. As shown in the various labor market studies of the manufacturing sector, the labor force in the automation technologies field is insufficient in Turkey. The Project, aiming at teacher training for the IAT department, matches the demand of manufacturing industry. Human resource development for middle income countries is prioritized in JICA country program. The Project is included in JICA Cooperation program, called Improvement of Vocational Education and Training Program, which aim at improving VET for responding to labor demand of the industrial sector. (2) Effectiveness Effectiveness of the Project is expected because of the following points. Output of Project includes not only planning, implementing and evaluating the training courses, but also strengthening of planning capacity for the TTC. Sufficient outputs are incorporated in the project plan for achieving the project purpose. The project purpose is Teacher training system of the TTC is established. Because The OVI include not only the indicators on the teacher training courses, institutional management of the TTC, but also finalizing long term strategy of the TTC, the project purpose is clearly defined. (3) Efficiency The Project is expected to be implemented efficiently because of the following points. Budget for construction of the TTC building and procurement of the training equipment for the TTC and IAT departments of the expansion schools is allocated by the Government of Turkey, as well as expenditures for implementation of the teacher training courses that include travel expenses of the training participants. Therefore Turkish side will provide necessary input for the Project. Since the counterparts to be assigned for the Project have received a series of training from the Japanese experts in the precedent Project, the total input from Japanese side will be more efficient. Important Assumptions for attaining the output, Teachers of IAT Department in the expansion schools are appointed in time, will be satisfied, because the MoNE assign necessary teachers to IAT departments. (4) Impact The impact of the Project is expected as follows. The Project will conduct teacher training courses for approximately 300 teachers, however the seminar for adjacent departments will be held. In Turkey, economics in western part is developed. On the other hand, economics in eastern part is in the process of developing. Because the expansion schools are chosen in various regions of Turkey, the Project will contribute the correction of regional disparity

19 (5) Sustainability Sustainability of the Project is expected to be high because of the following points. The MoNE s initiative to undertake the expansion program is strong as indicated in a fact that it has already started the teacher training. In the Project, as Japanese expert supports Turkish side in the respect of technical advice on module textbook writing, development of teacher training textbook, and center management, the ownership of Turkish side is respected. 6Measures for Alleviation of Poverty and Gender Issues (1) Poverty Alleviation In Turkey, economics in western part is developed. On the other hand, economics in eastern part is in the process of developing. Because the expansion schools are chosen in various regions of Turkey, the Project will contribute the correction of regional disparity. (2) Gender In the teachers of IAT departments at zmir AML, 2 teachers are female. The gender balance is considered on the selection of lectures of the Project. 7Lessons form the Past Projects The previous Project developed the textbooks of IAT departments. As the work load of the development was heavy, it was recognized that it is necessary to consider the work load on the project planning. The Project includes development of module textbook and teacher training textbook as project activities. Because the module textbook is being developed by Turkish side, the Japanese experts will provide technical advice. Teacher training textbook will be prepared with utilizing the textbook developed by the previous Project and other related materials. 8Time Schedule of Evaluation Mid-term Evaluation: Scheduled around in February 2009 Final Evaluation: Scheduled around in February

20 1. Introduction Since 1990s, the national economy in Turkey has been rapidly developed. Despite of the Gulf War, high inflation and the Russian crisis in the decade, the average annual growth of GDP of Turkey was well over 3%. After 2001, when the severest economic crisis occurred, the GDP has maintained a stable growth as shown in 6% growth per annum in 2003 and 9% in The manufacturing sector has contributed almost a quarter of the GDP as indicated in share of the manufacturing sector in the GDP that was 22.4% in 1990, 23.8% in 1995, 23.8% in 2000 and 25.1% in The previous Project, the Project on Establishment of Industrial Automation Technologies Departments in Anatolian Technical High Schools established the Industrial Automation Technologies Departments as an extension model in zmir and Konya. Curriculum of IAT departments is mainly composed of mechatronics and computer network, and it systematized the various industrial automation technologies. The Ministry of National Education (MoNE) established IAT departments at other 20 AML, and the TTC as a part of zmir Mazhar Zorlu School for the teacher training. Although the TTC has started the teacher training course on 2006, several tasks are arisen such as preparation of teacher training textbook, arrangement of teacher training course and evaluation method of teacher training course. Regarding to the establishment of Teacher Training Center, the Turkish Government has requested the technical cooperation to Japanese Government on August Responding to the request, JICA conducted survey on labor demand of IAT at 4 cities (Ankara, Eskisehir, Bursa, Gebze). On January 2007 Pre-Evaluation team is dispatched for the consultation on the detail of project plan and the pre-evaluation of project. This document is jointly prepared by the Turkish Authorities Concerned and JICA. It describes the background of project and project plan. It will be reviewed with the progress of project Activity, when the necessity arises

21 2. Project Backgrounds 2-1 Socio-economic Conditions (1) Social Situations According to the 2000 census, a total population of Turkey reached at 67,800,000 persons in The population growth rate in the year was of 1.83 %. The rates had been considerably decreased in the past years, though it is still at a higher level compared with the industrialized nations in the world. With a growth of the industrialized economy, inflow of the population to urban areas has become remarkable. This resulted in a great change in share of the population between rural and urban areas; in 1960, 32 % of the population had their residence in urban areas and 68 % in rural areas. In 2000, this had been reversed to 65 % in urban areas and 35 % in rural areas. As a result, income gaps have been arisen between the urban and rural areas. The unemployment rate has been high in Turkey for many years, and it was 12.4 % in Because of a higher unemployment rate of the youth, it presents a serious social problem in the country. By the 2000 census, the employment population that includes the primary industry was 25,997,000 persons in the country. As shown in the following figure, the employment population by economic activities is different among the provinces. Figure 1 Source: General Censuses of Population,

22 While the employment population in the manufacturing sector to all the sectors was 32.9% in Istanbul Province, it was much lower, only 2.7%, in Van Province. The national average of the employment population of the manufacturing sector was 12.6%. In many of the provinces in the eastern and the south eastern region, the employment in the manufacturing sector was lower than the average. There also exists similar difference among 20 provinces where the Anatolia vocational high schools targeted are situated. Among 20 provinces, those where a percentage of employment population in the manufacturing sector is larger than the national average are Istanbul, Ankara, Bursa, Eskisehir, Tekirdag, Kocaeli, Gaziantep, Adana and Kayseri. Those where the percentage is lower than the national average are Antalya, Denizli, Mersin, Erzurum, Konya, Malatya, Van and Sanliurfa. Afyon, Kahramanmaras and Ordu that are not included in the above figure are also lower than the national average. The main industrial development is seen in the provinces in Western Marmara Region, and less developed economics in the eastern and the south eastern provinces. Economic disparity between eastern and western regions poses one of the challenges in the national development plan. (2) Economic Situations Since 1990s, the national economy in Turkey has been rapidly developed. Despite of the Gulf War, high inflation and the Russian crisis in the decade, the average annual growth of GDP of Turkey was well over 3%. After 2001, when the severest economic crisis occurred, the GDP has maintained a stable growth as shown in 6% growth per annum in 2003 and 9% in The manufacturing sector has contributed almost a quarter of the GDP as indicated in share of the manufacturing sector in the GDP that was 22.4% in 1990, 23.8% in 1995, 23.8% in 2000 and 25.1% in Economic Aggregates in Turkey GNP: billion US$ (4,172 US$ per capita) in 2004 Foreign exchange: 1.00US$ = around 1.40YTL (New Turkish Lira) in January 2007 Economic growth rate: 9.9 in 2004 (government forecast for 2005 is 5.0) Inflation: 9.2 in 2004 (target in 2005 is 8) Foreign currency reserve: 53.6 billion US$ in end of 2004 Debt/GNP ratio: 63.5% in end of 2004 (government forecast for 2005 is 60.0) Tourists: 17,510,000 in 2004 (25 increased from the previous year) Source: Ministry of Foreign Affairs, January 2006, and others 2-2 Education System in Turkey Education System and Administration The education system for the primary to higher education in Turkey is shown in Figure 2. The MoNE administers all the public education in the country. The organization chart of the MoNE is shown in Figure 3. The secondary education is divided into general education and vocational education. As of 2005/

23 academic year (starting in September), there were 4,029 vocational high schools in Turkey. High schools of the industrial field are administered by the General Directorate of Technical and Vocational Education (GDTVE 2 ) of the MoNE. (The organization chart of GDTVE is as shown in Figure 4.) The GDTVE administers Anatolian Technical High School (ATL), Anatolian Vocational High School (AML), Technical High School (TL). All high schools offer a four-year course as of education year. High schools titled with Anatolia admit students who could pass the general entrance examination in the country and allocate more credit hours for foreign language than other high schools. In 2005/2006 academic year, the high schools administered by GDTVE totaled 1,580 3 with enrollment of 474,715 students. Figure 2: Education System in Turkey 2 GDTVE is also called as the General Directorate of Technical Education for Boys. 3 Total number of ATL was 157, and AML was 134 in 1998/99 academic year

24 Figure 3: Organization Chart of the MoNE Source: MoNE,

25 Figure 4: Organization Chart of the GDTVE DIRECTOR GENERAL HUSEYIN ACIR SECRETARY NURTEN ERGUN DEPUTY DIRECTOR GENERAL HUSAMETTN KAYA SECRETARY KEZBAN SAHIN DEPUTY DIRECTOR GENERAL NEJDET OZSOY DEPARTMENT HEAD CENGIZ ISSEVER DEPARTMENT HEAD YUCEL YUKSEL DEPARTMENT HEAD IHSAN SAVAS SECTION DIRECTOR FOR ADMINISTRATION NURZET AGIRBAS SECTION DIRECTOR FOR INVESTMENT MEHMET ALI ADAK SECTION DIRECTOR FOR TEXTBOOKS AND CURRICULUM KEMAL BAYTEKIN SECTION DIRECTOR FOR INSTALLATION BAYRAM GUN SECTION DIRECTOR FOR INSERVICE TRANINING AYSE TURNA SECTION DIRECTOR FOR EXTENSIVE VOCATIONAL TRAINING OSMAN IBRIM SECTION DIRECTOR FOR EU AND PROJECTS SERAFETTIN CANKURT SECTION DIRECTOR FOR TOTAL QUALITY ZEHRA ADIYAMAN SECTION DIRECTOR FOR BUDGET DURBEY AYDOGAN SECTION DIRECTOR FOR PERSONNEL AYSE IYIGUN SECTION DIRECTOR FOR STUDENTS AFFAIRS NEJMI SAKAOGLU SECTION DIRECTOR FOR LEGAL AFFAIRS AND DOCUMENTATION SELMA SECTION DIRECTOR FOR STATISTICS AND DATA PROCESSING ALI KOSE SECTION DIRECTOR FOR RESEARCH AND DEVELOPMENT YAVUZ ERBAS Training for In-service Teachers (1) Career Path and Training Program for Teachers Maximum length on service of teachers under the GDTVE is regulated as 25 years about male teachers and 20 years about woman teachers. Teachers can be generally promoted twice until retirement age; ordinary teacher for the first five years from the appointment, expert teacher for the next 14 years, and major teacher for the last 6 years. All the promotions are based on the examinations. For promotion to school principal,

26 candidate teachers also need to pass examinations. The GDTVE does not obligate them with training courses in a systemized way, excepting administration training courses for principals and deputy principals. The training courses fir principals and deputy principals are mainly about revisions of relevant laws and regulation. (2) In-service Training for Teachers In-service training courses are usually offered in every summer vacations. Department of In-service Training of the MoNE coordinates in-service teacher training courses. The courses are planned by the general directorates in the Ministry in terms of field, term and subjects for training. The general directorates receive requests from teachers and also occasionally consult with industrial sectors about factory visits to plan teacher training course. Websites maintained by each general directorate, and teachers check the website and apply for the training course. In cases that applicants exceeds the limits, courses of the same subject are held. Participants completed the training course are given a certificate by the Department of In-service Training. For training courses of the IAT department, teachers of the 20 expansion schools can only apply. For conducting the general in-service training courses, 8 high schools are usually utilized as training facilities, since these schools possess workshop rooms for practices and accommodation. Though the government operates other facilities for general training, these can not be used because workshops are not built. The GDTVE has held 40 courses as in-service training in 2006 and 781 teachers attended the training in total. The Annex 3 shows training subjects and terms of the courses conducted in As shown in Annex 3, most of the courses were held for 5 days for training 15 to 20 participants mainly with subjects for PLC, CNC, CAD, basic computer language, and 3D model. In addition, the administration training courses were held 6 times and 275 participants attended. In 2007, 82 course for teachers and 7 courses for administrative staff for1831 persons in total are planned. 2-3 National Strategy for Developing Vocational Education and Training The Medium-Term Program (2007 to 2009) aims at development of the human resources as one of the major targets. In the program, the human resources are planned to develop from various aspects, including increasing of employability, reducing of regional development disparities, the education sector development. Basic policies for vocational education and training (VET) include (1) acceleration of transition to a modular and flexible VET system necessary for meeting the labor force required by the market, (2) strengthening of the cooperation between education and labor market, (3) support for training of human resources for information and communication technologies particularly for enabling employment of the unemployed young population by means of using distant and non-formal education opportunities

27 For the purpose of correcting regional disparities, the program plans to implement labor training and entrepreneurship promotion, which take in account regional potentials and regional peculiarities of labor markets, and thus support particularly in less developed regions with the consideration of local characteristics. Policies on development of the educational sector include 1) revision of curriculum to improve the quality of the primary and secondary education, 2) within this context implementation of the training of teachers and administrators, 3) diversification in terms of programs rather than of schools in the secondary education, and 4) extensive and effective use of information technologies in education. 2-4 Prior and On-going Projects / Assistance Strengthening the Vocational Education and Training System in Turkey (MEGEP) 1 Restructuring of Departments and Modularizing of Vocational Education and Training Assisted by EU, the MoNE has implemented a five-year Project for Strengthening the Vocational Education and Training System in Turkey (MEGEP) since September Among several reforms of the VET system by MEGEP, restructuring of departments in vocational high schools, modularizing of VET and development of framework curriculum for new departments are conducted. The process for modularization and development of the framework curriculum is summarized as shown in Figure 5. For each new department, task teams were organized by teachers from pilot schools for MEGEP, experts from EU and professors in universities, and they engage in developing of modules and the framework curriculum. Officials of the MoNE also participated in the task teams. Based on International Standard of Classification of Occupations (ISCO88), every occupation in the manufacturing, service and transport industries were classified into 196 categories. According to this occupational classification, VET in the secondary level has been restructured from the previous 98 departments (bölüm) to the present 42 departments (alan or field). A new department was classified based on International Standard Classification of Education (ISCED97)

28 Figure 5: The process of formulation of curriculum under MEGEP

29 For developing framework for modules, technical aspects corresponding to occupations, together with skills or competencies that are necessary for occupation, were analyzed. This process is called Vocational Analysis, which includes analyze of work, qualification and process. Work corresponds to a subject in lessons of the VET, qualification corresponds to a module, (a group of modules comprises a subject), and process corresponds to details of skills that comprise a module. Basic Mechanics, one of the subjects for lessons of VET, is taken as an example. In an initial stage of the vocational analysis process, Basic Mechanics was divided into three modules of hand-made production, preparation for milling machine and lathe process. Among them, the lathe process was further divided into sharpening cutters, connecting cutters and parts, and others that follow. The following diagram illustrates the vocational analysis of Basic Mechanics. A module is generally comprised of a sort of units of technical skills, therefore, lessen that does not accompany with practices is generally difficult to modularize. Figure 6: An Example of Vocational Analysis Following the vocational analysis, module textbooks that correspond to textbooks in the previous education system have been prepared by teachers of the VET schools who were selected through public recruitment 4. As of January 2007, 5,436 modules in total are planned to be prepared for the 42 departments. Among them, 4 Many teachers applied for this short-term recruitment. Public recruitment for module writers was undertaken since the MoNE had to prepare all the modules for the 42 new departments in VET schools. Drafting of modules for the IAT Department has been entrusted mainly to teachers in zmir and Konya School for making use of their experience in the precedent project (JICA, )

30 around 3,500 modules have been already completed. Some of the completed modules have been released at website of MEGEP and published. 42 new departments include the IAT Department (Code No. 523). Before the reform of VET system, the IAT department in zmir and Konya School had offered two branch courses of Information Machinery and Information Electronics. Accompanied with restructuring of the departments and introduction of the module-based framework curriculum, new IAT department is composed of the branches of Mechatronics and Industrial Control. These 2 branches have respectively around 30 students in the maximum, and IAT department has approximately 60 students in total. 2 different framework curriculums are prepared for Anatolia technical high school (ATL) and Anatolia vocational high school (AML). As of January 2007, the IAT department has been established in 26 VET schools. Most of them are AML. (2) Revision of Educational System New education system reformed by MEGEP has been implemented since 2005/2006 academic year; that is to say, since September Previous ATL s 5 year course has been shortened to 4 year course by dissolving a preparatory course for lessons for foreign language. AML s 4 year course has been kept, but a preparatory course in the first year was likewise dissolved. Credits for both common and vocational subjects have been changed. These resulted together in enlarging a difference of total credit hours for vocational subjects between ATL and AML, even between departments of the same name. For example, in case of IAT Department, 14 credits are offered for vocational subjects per week for 11 Grade and 17 hours for 12 Grade in ATL, while 27 hours for 11 Grade and 30 hours for 12 Grade are offered in AML. It means that, in these departments, AML have 13 hours more than those in ATL per week for vocational education Assistance by International Donors in the field of VET Modernization of Vocational Education and Training in Turkey Project (MVET) has been implemented by assistance from EU. The MVET aims mainly at teacher training and terminates on September In addition, EU plans another Project for the educational sector, aiming at the adult education. The World Bank has extended to the Turkish Government a financial assistance for the Secondary Education Project from 2005 to 2010 with a total loan amount of 104 million USD. The Project supports lifelong learning as a main objective and improves quality and equity of the general and vocational education of the secondary level. The Project is comprised of various components that include revision and implementation of the new curriculum programs for providing students with core skills necessary for the knowledge economy and lifelong learning, provision of training for information and communication technologies, implementation of career guidance and counseling, development of student assessment and evaluation

31 3. Situations and Challenges in Raising of Labor Demands of the Industrial Sector 3-1 Present Situations of Labor Demands of the Industrial Sector Labor Demands of Industrial Automation Technologies Among one of recent studies on the labor demands in the manufacturing sector in Turkey, Qualified Manpower Needs of MESS Members was conducted by Turkish Metal Goods Manufacturers Syndicate 5 (MESS) in The survey was targeted at skill and education level of technicians employed by 119 member enterprises situated in 4 provinces in the central and western region of the country. By results of the survey, 77% of the surveyed enterprises answered that their technicians have insufficient skills and/or knowledge in NC/CNC works, CAD/CAM operation, electric-electronics, electronic materials, basic principles of machinery operation, mathematics, measuring devises and measuring, pneumatic and hydraulic, technical drawing and interpretation, and information on advanced technologies. Furthermore, the professions where lack of competency is observed were electric panel assembly, electrician works, electronics, technical drawing, mechatronics, NC/CNC operation, automatic control, assembly line operation, automobile maintenance and repair, plastic molding, and press operations. Labor Market and Skill Needs Survey 2005 was conducted in MEGEP, covering all the sectors and targeting at around 5,000 firms in 31 provinces. According to the survey, among the surveyed enterprises that had employed graduates from the VET high schools in the past 12 months, 43% of them indicated that the graduates are insufficient in skills for technical drawing. Likewise, 31% of them indicated they are insufficient in technical and professional skills, and 30% of them indicated low in skills of personal computer. By results of a field survey conducted by the Small and Medium Industry Development Organization (KOSGEB) in Turkey on October 2005, it was estimated that labor demands of around 30,000 automatic control engineers and technicians would arise at 17 provinces in several years. It is expected that 1,200 students will graduate in the maximum every year from the IAT departments of 20 AMLs. The industrial sector in Turkey has been developed in a remarkable rate in the past decade, and its contribution to the national economy will also be further increased. Based on results of the above studies on the labor demands, it is noted that enterprises are not satisfied with a level of skills of newly employed technicians. Especially in the manufacturing sector where the industrial automation technologies are to be introduced in years to come, labor demands of a technical competency are high. 5 MESS: One of the major enterprises and trade organizations in Turkey. MESS is organized by around 300 member companies, employing 120,000 workers in total, in motor vehicle production, metal industry, machinery production, office and data processing equipment, electric equipment, radio, TV and communication equipment, medical and precision optical equipment, and furniture production

32 3-1-2 Japanese Manufacturers in Turkey According to a study 6 conducted by Japan External Trade Organization (JETRO) in end of 2005, around 50 Japanese firms maintain are located in Turkey. 16 firms among them are manufacturers; 3 firms are manufacturers of automobiles and 10 firms are machineries and assemble parts for automobiles. A majority of the Japanese manufacturers in Turkey is thus those in the automobile industry. Remaining 3 firms are of fields of processing food and agriculture or fisheries products and others. Because of a good geographical access to the European markets, many giant automobile enterprises from the United States, Europe and Japan extend business in Turkey. The study shows that among the above 16 Japanese firms, 5 or more firms deem that the trade and investment system and infrastructures give obstacles to operate business in the country, and 4 firms deem shortage of labor gives the obstacles. 3-2 Institutional Framework of VET Program for Expanding Industrial Automation Technologies Departments (1) Selection of Expansion Schools for Extending the IAT Department The MoNE planned a program to extend the IAT department, which has been established in zmir and Konya School with assistance of the precedent technical cooperation Project from Japan (2001 to 2006), to other 20 AML in Turkey. Target schools for extending the IAT department were selected from 20 provinces. These selected schools are called expansion schools. The main criteria of selection of the expansion schools were the industrial sector in the region, migration of the population and unemployment rate. In addition, expansion schools must have the adjacent department such as Machinery Technologies Department and Electric-Electronic Technologies Department. Name of the expansion schools are listed in Table 1, together with their province and accreditation date of the IAT department. Those that the department was accredited in 2004 total 11 schools. The departments of remaining 9 schools were accredited in In the first group of expansion schools, it was 2005/2006 academic year that the first students enrolled in the IAT departments. Similarly, in the second group of expansion, it was 2006/2007 academic year. The Project aims at supporting the above Program for Expanding IAT Departments. 6 Study on Business Status of Japanese Manufacturing Enterprises in Europe and Turkey, JETRO, September

33 Table 1: Twenty Expansion Schools and Dates of Accreditation of IAT Departments N O Province Name of School Principal Remark 1 ADANA Merkez ATL-AML Ramazan TEKE 2 AFYON Gazi ATL-AML Erol AVCIOGLU Started Went to Japan in 1 st group Automation Lab Went to Japan in 2 nd group Budget Allocation for Equip. (YTL) Establishment approval date ANKARA skitler ATL-AML Ahmet OZDEMIR 4 ANTALYA Merkez ATL-AML Hasan OZEN 5 BURSA 6 DENIZLI Ali Osman Sönmez ATL-AML Merkez ehit Öretmen Yusuf Batur ATL-AML Gurol ERISMIS Kudret YEMISCIOGLU 7 ERZURUM Atatürk ATL-AML Fikret UMUDUM Started Went to Japan in 1 st group Automation Lab Started Went to Japan in 1 st group Automation Lab Went to Japan in 3 rd group Went to Japan in 3 rd group Went to Japan in 2 nd group ESKISEHIR Ataturk ATL-AML 9 GAZ ANTEP M.Rustu Uzel ATL-AML 10 MERSIN Tarsus-Merkez ATL-AML 11 STANBUL Pendik ATL-AML 12 KAHRAMAN MARAS Merkez ATL-AML S.Sirri KABADAYI Abdulkadir KALYENCI Hasan GURBUZ Mustafa DACI 13 KAYSERI Hurriyet ATL-AML Durmu PAYAS Started Went to Japan in 1 st group Automation Lab Started Went to Japan in 2 nd group Automation Lab Started Went to Japan in 1 st group Automation Lab Started Went to Japan in 1 st group Automation Lab Went to Japan in 2 nd group balad Went to Japan in 2 nd group KOCAELI Gebze ATL-AML 15 KONYA Adil Karaagac Anadolu Teknik Lisesi Mehmet Ali TOKLUOLU Muzaffer APAN 16 MALATYA Yunus Emre ATL-AML Huseyin KAYA Started Went to Japan in 2 nd group Automation Lab Started Went to Japan in 3 rd group Automation Lab Went to Japan in 3 rd group ORDU Merkez ATL-AML Omer BA Went to Japan in 3 rd group SANLI URFA Merkez ATL-AML Abdulkadir ACAR Went to Japan in 2 nd group TEKIRDAG Çorlu-M.Rustu Uzel ATL-AML Caner BAYSAL 20 VAN Merkez ATL-AML Veysel AKDAS Source: MoNE, February Went to Japan in 3 rd group Started Went to Japan in 1 st group Automation Lab

34 (2) Equipment for Expansion Schools The MoNE has delivered most of the training equipment for the IAT departments in the first group. Main training equipment that had been delivered by January 2007 includes factory automation training system (FA) made in Germany, personal computers with LAN server, PLC training equipment. The major equipment was procured by the MoNE and delivered to the schools, while the minor equipment was procured at each school. The budget for a school to purchase the minor equipment was around 127,500YTL to 150,000YTL. Training equipment for the second group has not been prepared yet as of January 2007, as the equipment will not be necessary until 2008/2009 academic year when the first students of the IAT department in the second group advances to Grade 11. Most of workshop practices using the equipment start in Grade 11. (3) Training for Teachers in the IAT Departments of the Expansion Schools The MoNE has recruited or transferred teachers for IAT department at the expansion schools. Full number of teachers for the department is planned around 15 persons, and hence approximately in total 300 teachers are to be assigned for the departments of the 20 expansion schools. As shown in the table below, training of IAT education of the first group has been conducted at the TTC of zmir School and other institutions 3 times by January The first training for candidate teachers from the second group is scheduled to be conducted at the TTC from 19 February to 1 June 2007 (103 days). Table 2 Training Courses for Candidate Teachers from the IAT Departments (January 2007) Durations March to April 2006 Sept. to Dec Sept. to Dec Contents Subjects for Grade 10 For Grade 10 and 11 FA system (provisional) 1st Group 31 persons 33 persons 20 persons 2nd Group Not implemented yet Not implemented yet Not implemented yet 3 candidates per 1 school are selected from related fields of electric-electronics, machinery and computer. Training courses are planned and implemented as following steps, 1) decision of subjects for training, 2) decision of numbers of participants, 3) selection of participants by the expansion schools. At the end of the training courses examination is conducted, and candidates who passed the examination are formally assigned to the IAT departments. The training course for Grade 10 is held from March to April 2006, which is composed of lectures and practices on 5 subjects including Basic of Micro Controller. The training course is held from September to December 2006, which covers subjects for Grade 10 and 11, as length of training was allowed as 3 months. All the participants attended the same training, irrelevantly to their expertise. As a result, participants were not satisfied with the training as the content of training overlaps their expertise. Reflecting on the

35 assessment, the training is modified on February The course for subjects of Grade 10 and 11 will have 20 participants from electric-electronics field and other 20 participants from machinery and computer fields. It is planned that the former group attends training mainly for subjects of the Industrial Control Branch, and that the latter group attends training mainly for subjects of the Mechatronics Branch. Teacher training for Grade 12 is planned to be started on autumn According to current mid-term teacher training plan, All 300 teachers will complete the training on Schedules of each teacher training courses is being carefully reviewed by the MoNE, as it is necessary to finish training for subjects of a grade before the first students goes up to the grade. Figure 7 shows the overall schedule for the on-going teacher training plan. In addition, the second training for the FA training system is planned in April

36 Figure 7: Training Program for Teachers from Expansion Schools, 2006 to Accumulated number of participants from 1st Group: 174 Accumulated number of participants from 2nd Group: Accumulated number of participants from 1st Group: 130 Accumulated number of participants from 2nd Group: 165

37 3-2-2 Target Schools for Extending the IAT Department (1) Outline of the 20 Expansion Schools Numbers of the students classified with departments and schools (lisesi), together with number of teachers classified with expertise, are shown in Annex 4. Scales of the expansion schools are largely different in a range from those having 3,000 or more students to those having around 500 students. Though 15 teachers are planned as a full number for the department, in some school, 23 teachers are planned to recruit. Even in the first group of the expansion schools, number of teachers that have been recruited is still 6 to 8 persons as of January 2007, leaving almost a half of the full number vacant. As a result, assignment of the lesson subjects to teachers is not done yet. Questionnaire survey was conducted to the first group schools, in which teachers have already attended training at the TTC (Annex 5). Most participants are not fully satisfied with the training for both Grade 10 and 11, because training materials, lectures, a length of training term and others are deemed not fully sufficient. Some teachers answered that training for their expertise was not necessary. With regard to 20 subjects in the IAT departments, survey was undertaken by self-assessment of all the teachers from the first group schools who had participated in training at the TTC. This survey aims at seeing whether teachers have enough technical knowledge / skills and are able to prepare teaching materials. The maximum point for the assessment was set at 3 and the minimum at 0. Answers to the questionnaire used for the survey from 56 teachers are summarized in Annex 5. The results show that, for more than a half of the subjects, an average of the self-assessment by all 56 teachers was less than 1.5 points. This seems to be resulted mainly because the training for subjects of Grade 12 is not implemented yet and the average was calculated irrelevantly to field of expertise of the teachers. Among 3 expertise fields stated above, electrics - electronics is further divided into electrics and electronics and telecommunications. For 4 fields adding machinery and computer to these two, the average was calculated as well. The results show some differences exist by these 4 fields of expertise (see radar charts attached in end of Annex 6). Teachers of the machinery field answered that they are hard to deal with the subjects related to the electrics-electronics and computer field. The teachers of the computer field assess that they are hard to deal with the subjects related to machinery and electrics-electronics. (2) Management of the Expansion Schools There exist 1,580 VET schools that are administered by the GDTVE of MoNE. The 20 expansion schools are a part of these schools. The expansion schools are administered in the same way as the other schools in terms of personnel management for administration staff and teachers, and the operation budgets for them are also managed as a part of those for all the schools. The training courses for the teachers are deemed as particular measure. Recruitment of teachers and delivery of the training equipment in the IAT departments are in progress. The budget allocation for the expansion schools has been prioritized