COUNTRY REPORT OF TURKEY ON TECHNOLOGY EDUCATION: The Summary of the Database Within MODULAR TE Project Prof. Dr. H. G

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COUNTRY REPORT OF TURKEY ON TECHNOLOGY EDUCATION
The Summary of the Database Within MODULAR TE
ProjectProf. Dr. H. Güçlü YAVUZCANGazi
University

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Content

• National Education System of Turkey
• Technology courses in general education
• Technology education teacher training system
• Current needs

Hazirlayan

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General Structure of the Turkish Education System
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Pre-School and Primary Education

• The basic structure of the Turkish National
  Education system consists of mainly four steps as
  pre-school education, primary education,
  secondary education and higher education.
• Pre-school education consists of non-compulsory
  programs for children from birth to the age of 72
  months whereas primary education is a compulsory
  8 year program for all the children beginning
  from the age of 6.

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Primary school
6 - 14
8
7
6
Special education schools
5
4
3
2
1
pre school education
3 - 5
Age


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Secondary Education

• The secondary education system can be classified
  as "General High Schools" and "Vocational and
  Technical High Schools".
• General High Schools offer programs lasting at
  least three years and preparing students for
  higher education. Within the category of General
  High Schools sub categories exist as General
  High Schools, Foreign Language High Schools,
  Anatolian High Schools, Science High Schools,
  Anatolian Fine Arts High Schools, Anatolian
  Teacher Preparation High Schools.
• Vocational and Technical High Schools offer
  three-year programs (vocational schools) or
  four-year programs (technical schools). They
  prepare students for employment in various
  occupations, or for higher education. There are
  four main groups of high schools within this
  category as technical schools for boys, technical
  schools for girts, commerce and tourism schools,
  and religious education schools.

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Vocational education center open high school
non formal educationMaturation
16 - 19
13
technical high school
academic high school
vocational high school
12
general high school
11
10
General and vocational - technical education
15
9
Age


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Higher Education

• Higher education is defined as all post-secondary
  programs with a duration of at least two years.
  The system consists of universities (state and
  foundation) and non-university institutions of
  higher education (police and military academies
  and colleges).
• Each university consists of faculties and
  four-year schools, offering bachelor's level
  programs, the latter with a vocational emphasis,
  and two year vocational schools offering
  pre-bachelor's (associate's) level programs of a
  strictly vocational nature.

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Ph.D
MSc.
IV
Faculties of social sciences, healthy
sciences,educational sciences
open education
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Vocational higher education schools
III
II
I
preparatory school
higher education
Age


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Higher Education

• Admission to higher education is based on a
  nation-wide Student Selection Examination (ÖSS).
  The examination is held every year and is
  administered by the Student Selection and
  Placement Center (ÖSYM). Candidates gain access
  to higher education institutions based on their
  composite scores consisting of the scores of the
  selection examination as well as their high
  school grade point averages.
• Standing with 2002-2003 academic year, the
  graduates of vocational and technical high
  schools have the opportunity to be placed in two
  year vocational schools with any entrance exams.
• The graduates of these two years vocational
  schools, can continue their education in four
  year programs, based on the quotas available and
  their scores in vertical transfer examination.

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General Philosophy of Technology Education

• While technology is defined as the utilization of
  existing knowledge and technique for producing
  goods or services Technology Education (TE) is a
  method of causing an individual who lives in a
  technological environment to gain the necessary
  knowledge, skills and behavioral competencies. A
  student learns how to understand, use and control
  technology through TE.

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General Philosophy of Technology Education

• The methods which are largely used in technology
  education throughout Europe include problem
  solving and project types.
• The approach in this education which orients a
  student towards research, using information and
  finding appropriate solutions for overcoming the
  problems faced, is to enable an individual to get
  acquainted with surrounding technological
  possibilities and their dimensions as well as to
  understand, utilize and develop them.
• Therefore, TE constitutes a dimension of
  vocational and technical education in general
  education. As a principal component of general
  education, TE is not limited to a certain
  vocational field, on the contrary, it is much
  more comprehensive.
• From this point of view, as an education type
  aiming at providing knowledge and skills of main
  basic technological processes of general
  character, TE shall be considered primarily
  within the elementary education process in which
  common attitudes are given to individual.

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National Philosophy of Technology Education

• In the report of Turkish National Commission for
  Elementary Education issued at 15th National
  Education Council it is stated that TE is a
  natural outcome of the necessity for furnishing
  the individuals with contemporary knowledge and
  skills in order to enable them to keep up with
  the social life which is gradually getting
  complicated due to rapid technological
  developments.
• In this context, it is obvious that each
  individual shall be provided with a qualified
  basic education. In order to provide the required
  basic attitudes for the individuals of an
  industrializing society, TE has to be a main
  component of elementary education program.
  Consequently, TE not only furnishes the
  individual with basic skills parallel to
  accumulated knowledge and skill level of the
  society, but also undertakes the mission of
  providing abilities to the individual for getting
  acquainted with working life and for
  self-orienting towards vocational prospects.

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National Philosophy of Technology Education

• In this sense, TE is one of the basic grades of
  transition to vocational and technical education,
  because, mainstream of vocational and technical
  education consists of three separate
  interdependent grades, namely technology
  education, preparatory vocational education and
  on-the-job training.
• Out of these three grades, TE takes place in
  education programs of several developed countries
  with its features such as helping the individual
  in getting acquainted with the working life
  before choosing vocation and in directing the
  individual towards a more conscious selection of
  vocation through acquiring a number of
  fundamental attitudes in the fields of vocations
  which he or she is interested in.

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Importance of Technology Education in the
Elementary Schools of Turkey

• According to the 1990 census in Turkey
• The portion of the people remained as elementary
  and secondary school graduates is 66.7.
• The ratio of high school and identical level
  graduates reaches up to 9.7 and the ratio of
  higher education graduates remains at 3.8.
• According to the another data derived from
  Ministry of National Education of Turkey among
  the age group of 25-64, the portion of people who
  remained as elementary and secondary graduates is
  approximately 86 in Turkey.

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Importance of Technology Education in the
Elementary Schools of Turkey

• Under these circumstances, the main direction in
  elementary school level of Turkey should be
  towards in addition to preparing the individual
  for a higher education, preparing for life as
  well. Procedure of preparation for life suggests
  connectedness of academic accumulation with
  practicing in other words putting the emphasis
  on social and individual dimensions.

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Importance of Technology Education in the
Elementary Schools of Turkey

• In the compulsory education period (first eight
  years), three methods can be considered for the
  development of technological skills of an
  individual.
• First method is to give the subjects regarding
  the technological concepts whenever needed by
  dispersing them into related courses
• Second method is to create independent course or
  courses for this objective
• Third method is to consider a mixture of other
  two methods.
• Nevertheless in an application basis, these
  approaches have been neither well understood nor
  well institutionalized in Turkey.

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Importance of Technology Education in Elementary
Schools of Turkey

• Moreover, the activities that can be collected
  within the context of Technology Education, have
  not been settled into an evident basis in terms
  of content.
• Likewise from past to present, these activities
  have been applied under different names and
  fields such as art, skill based works etc.
• Particularly in the way towards technology
  education in elementary schools, the first
  applications had no connection with integral
  approach and have been tried to be given under
  the courses namely handicraft, housework,
  knowledge of work etc.
• The reasons of this attitude were to enable the
  individual to acquire manual skills and to
  furnish him or her with the capability of
  artistic approach.

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Evolution of Technology Education in Turkey

• In Turkey, the concept of technology education
  has been included in the courses of the schools
  under different names and applications since
  1910.
• 1910 - Handicrafts course in teacher training
  schools,
• 1930 Science applications course integrated
  with Science courses,
• 1940 Village Institute program that
  combines work and education,
• 1949 Work Knowledge course in secondary
  school program,
• 1968 Art-Work course that combines work and
  arts,
• 1974 Content extended Arts and Work Education
  course (Arts and
  crafts),
• 1981 Compulsory Work Education course,
• 1991 Current Work Education programme
  developed for elementary and lower
  secondary schools.
• Since 2001 attempts towards the re-structuring
  the Work Education programme under Design and
  Technology programme has been started and the
  new course will be in due at the beginning of
  the school year 2005 / 2006

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Work Education Program in due between 1991 -
2006

• In Germany and some other European countries,
  the approach which anticipated the emphasis on
  practical skills and named as industrial arts
  has been gradually transformed into a form called
  technology education by comprising
  technological processes and procedures in an
  integrative manner.
• Reflection of this approach and applications has
  somewhat become evident in the context of work
  education courses of elementary and lower
  secondary education in Turkey recently. However,
  there is still a great need for re-structuring
  the course within the current needs.

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Elementary and Lower Secondary Schools Work
Education Program

• the schools of Turkey, work education programme
  is formed of sub-courses (sub-fields) such as
  Work and Techniques (Industrial Technology),
  Agriculture, Commerce and Home Economics (this is
  called as circling system). The whole content of
  the programme is generally given by three
  different teachers.
• Program consists of common chapters in the 4th
  and 5th classes of elementary school and the
  first semester of 6th class.
• Compact chapters are formed starting from second
  semester of 6th class till second semester of 8th
  class while in second semester of 8th class,
  project studies are carried out.

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In the Turkish Educational System, Work Education
course is established within a package unit
(circling system) and includes 4 different
sub-courses

• The sub-courses within the
• current circling work education program

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Elementary and Lower Secondary Schools Work
Education Program

• The Work Education Course was initiated in 1991
  for 4 hours/week in 4th and 5th classes of
  elementary schools and for 6 hours/week in 6th,
  7th and 8th (lower secondary school) classes.
• However, 6 hours/week in the lower secondary
  schools was decreased to 3 hours/week in 1994 and
  to 2 hours/ week in 1997 because of the claims on
  lack of an adequate quantity of hardware and of
  qualified personnel in the schools.
• Although it was increased to 3 hours/week in
  1998, it diminished again to 2 hours/week in
  2001. While these arrangements have been carried
  out, there have not been any modifications done
  on the objective and orientation of the course.

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Work education program in elementary schools

• In the work education course designed for the 4th
  and 5th years of the elementary schools, the
  facilities of using materials and tools that
  corresponds with the needs occurred during the
  mathematics, science, social sciences and
  language learning are intensified. The pupils try
  to produce things that they projected in their
  minds. By this means some of intangible concepts
  are converted into tangible objects.

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Work education programin lower secondary
schools

• In the program which is developed for lower
  secondary schools, work education is considered
  to be a general education based on application
  of learning and emphasis is given to the
  inclusion of fundamental production processes
  and skills.
• The course aimed at both preparing the student
  for life and leading him or her towards adequate
  programs for higher education. Thus, by improving
  individuals interests and skills, contribution
  to the selection of appropriate vocation and
  working life is targeted.

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Work education programin lower secondary
schools

• In this context, main fields that constitute
  source for chapters of work education are as
  follows Agriculture, mining, manufacturing,
  construction, energy, commerce,
  transportation-communication, financial
  organizations, family-housing, tourism and
  health. As well as that, course chapters that are
  developed in accordance with these fields have
  various dimensions such as design, materials,
  production, marketing, energy saving,
  communication, management, health (work safety,
  environmental health), social effects and
  evaluation.

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Difficulties

• It is quite difficult to say that technology
  education has been able to acquire required
  position and weight in general education
  (elementary and lower secondary education) from
  past to present even in latest platform of work
  education course since 1991
• Reasons that lie behind this situation are mostly
  related with the factors such as lack of approach
  and understanding, insufficiency of qualified
  human work power, lack of equipment and sources,
  inadequate physical conditions etc. that obstruct
  functioning and divert the content from the
  objectives.

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TECHNOLOGY EDUCATION or EQUIVALENT COURSES IN
GENERAL EDUCATION CURRENT STATUS
Hazirlayan

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TE IN GENERAL EDUCATION
In Turkey, Technology Education is given at
Primary School level Full name of the course
till 2006 Work Training
Work and Technical
Training Full name of the course after 2006
Design and Technology Age groups that the course
are taught till 2006 10 11 12 13 14
Age groups that the course are taught after
2006 12 13 14 The content of the new
Design and Technology Course will be explained
in another session by Prof. Dr. Mahmut Izciler.



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TE IN GENERAL EDUCATION
Age10 Full name of the course Work Training
(Work Education) Number of units 4Hours/Week
2Compulsory Basic and specific aims of the
courseProviding first stage-students in primary
education with basic work knowledge and
vocational information Learning FieldsEnergy,
nutrition, formation and construction,
horticulture


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TE IN GENERAL EDUCATION
Age 10 Names
of the Units 1. Work and Energy2. What to
eat and what to drink3. Formation and
Construction4. Horticulture
Hazirlayan

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TE IN GENERAL EDUCATION
Age11 Full name of the course Work
TrainingNumber of units 6Hours/Week
2Compulsory Basic and specific aims of the
courseProviding the students, passing from the
first stage to the second stage in primary
education, with information on basic work,
economy, etc. and basic psychomotor. Learning
FieldsEnvironment and tourism, horticulture,
forming and construction, nutrition, economy and
energy


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TE IN GENERAL EDUCATION

Age 11 Names of the Units 1. Work and energy
2. Meal Planning 3. Incomes - Outcomes4.
Tourism in our Environment 5. Horticulture 6.
Formation and Construction

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TE IN GENERAL EDUCATION
Samples for applications

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TE IN GENERAL EDUCATION
Age12Full name of the course Work and
Technical TrainingNumber of units 5Hours/Week
2Compulsory Basic and specific aims of the
courseCausing students to gain knowledge and
skills of basic works, materials, projects,
products and production processes, providing
guidance for the students and giving them
technological information. Learning FieldsMass
communication, transportation, history of the
products, economical activities of human beings


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TE IN GENERAL EDUCATION

Age 12 Names of the Units 1. Economic
Activities of Human Being2. Products History 3.
Industrial Products 4. Transportation5. Mass
Communication6. Plastic Works


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TE IN GENERAL EDUCATION
Samples for applications
Hazirlayan

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TE IN GENERAL EDUCATION
Age13Full name of the course Work and
Technical TrainingNumber of units 5Hours/Week
2Compulsory Basic and specific aims of the
courseCausing students to gain knowledge and
skills of basic works, materials, projects,
products and production processes, providing
guidance for the students and giving them
technological information. Learning FieldsWood
works, technical drawing, simple electronic
circuits, electric engines, simple electrical
circuits and installation


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TE IN GENERAL EDUCATION

Age 13 Names of the Units 1. Simple Electric
Circuits and Electric Installations2. Electric
Engines 3. Simple Electronic Circuits 4.
Technical Drawing 5. Cutting and Carving in Wood


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TE IN GENERAL EDUCATION
Age14Full name of the course Work and
Technical TrainingNumber of units 6Hours/Week
2Compulsory Basic and specific aims of the
courseCausing students to gain knowledge and
skills of basic works, materials, projects,
products and production processes, providing
guidance for the students and giving them
technological information. Learning FieldsWood
works, metal works, bind works, maintenance and
repair


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TE IN GENERAL EDUCATION
Age
14 Names of the Units 1. Joining in
Woodworks 2. Inlay Work 3. Metal Works 4. Joining
Metals 5. Bind Works 6. Maintenance and Repair
Works at Home and at School
Hazirlayan

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TE IN GENERAL EDUCATION
Samples for applications
Hazirlayan

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TE IN GENERAL EDUCATION
Samples for applications
Hazirlayan

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TE IN GENERAL EDUCATION
As mentioned before, The course Work Training
and Work and Technical Training has been removed
from the general education program as of
2006-2007. A new course technology and design
with a different perspective will be put into
practice as of next year. This course will be
given at K 12, K 13 and K 14 of primary schools
as a compulsory course.

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TE IN GENERAL EDUCATION

• By the technology and design course, students
• observe the applications in home, school and
  industry, recognise and define the needs and
  conditions,
• Be able to produce original ideas for
  designing suggestions, plan all details, and
  develop of realistic and applicable designs,
• Prepare a plan includes informations and
  operations, determining the suitable resource, to
  establish a system and its environment,
• Make evaluation about their design, compare
  their sytems and technological activities with
  the similar ones in different time periods and
  cultures

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TEACHER TRAINING


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• The graduates of the following departments will
  be eligible to be nominated for teaching
  Technology and Design course that will be in
  the curricula as of 2006-2007 period
• Department of Industrial Technology Education
• Department of Industrial Products Design (on the
  condition that the graduates obtain pedagogical
  formation after the graduation)

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Industrial Technology Education Programme

• The Industrial Technology Education program is
  designed to prepare students for a teaching
  career of Technology and Design course in
  primary schools. The transformation to technology
  education continues to provide all students with
  basic knowledge and skills needed for modern
  technology. Students are prepared to teach in the
  following areas communication, construction,
  manufacturing, energy and transportation.
  Technology Education is a hands-on program using
  an investigative, design-and-construct, problem
  solving approach to teaching. Students study the
  resources, systems, and products of technology.
  The curriculum is designed to allow students to
  teach in a laboratory setting using modern
  technological tools.

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BACKGROUND of the TECHNOLOGY TEACHER TRAINING or
EQUIVALENT PROGRAMSYear of initialization1974N
ame of the program in the year of the
initialization Industrial Arts Higher Teaching
School There have been 5 important modifications
to the programme since the year of initialisation.


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Important Modifications of The ProgramModify
date1975Name after the modification Industrial
Arts Higher Teaching SchoolChanges in the
content The education program, prepared
according to the changed conditions was put into
practice for 314 years. Changes in the
understanding, philosopy and outcomes The 4th
year of the program was prepared to meet the
changed needs. Modify date1982Name after the
modification Technology Education
DepartmentChanges in the content "Industrial
Arts Higher Education School of Teacher" was
first included in the "Technical Education
Faculty", then in the "Vocational Education
Faculty" as the "Technology Education
Department", within the structure of Gazi
University.Changes in the understanding
philosopy and outcomes There was no change in
the program.


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Modify date1986Name after the modification
Industrial Technology EducationChanges in the
content Changes in the understanding philosopy
and outcomes Department of Technology Education
and Work and Technical Education Teaching Program
of Vocational Education Faculty of Gazi
University were reorganized. Modify
date1990Name after the modification Industrial
Arts EducationChanges in the content Technology
Education Department was reorganized Work and
Technical Education was changed as Industrial
Arts major.


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Modify date1993Name after the modifications
Industrial Technology EducationChanges in the
content Gazi University Industrial Arts
Education Faculty, Technology Education Teaching
Program was put into practice. Changes in the
understanding philosopy and outcomes Within this
academic year students were admitted to
Industrial Technology Education Department.
Hazirlayan

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Training teachers
DEPARTMENT OF INDUSTRIAL TECHNOLOGY
EDUCATION Institution 1City AnkaraTotal
number of semesters or modules to complete the
program 8 semestersName of the institution
Gazi UniversityFull name of the program
Industrial Technology EducationMission
statement Raising teachers specialized in
Technology Education field and technicians who
are able to serve in different fields of industry
with their basic engineering knowledge
acquired.Specific aims Raising teachers who are
able to be tasked in technological courses
applied at General Education level in the schools
attached to the Ministry of National Education
and who are able to establish the basic
technology culture in the society.Program
outcomes Teachers for technological courses,
technicians having the basic knowledge of
engineering sciences.


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Training teachers
Current Status of Department of Industrial
Technology Education
The Industrial Technology Education Program is
the first and unique B.S. program to be
established at Gazi University more than 20 years
ago. Holding curriculum at B.S., M.S. and Ph.D.
levels, the Department of Industrial Technology
Education provides common concepts of Industrial
Technology Education and relevant practices as
well as required subjects for the teaching
career. Within this framework, students are
trained in multi-discipline conformity.


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Department of Industrial Technology Education

• The Department offers a 4 year bachelors
  program. During this period, besides the general
  knowledge and pedagogical formation courses, the
  main field courses are given in four different
  divisions as mentioned below
• i) Division of Industrial Material Technology
  Education
• ii) Division of Energy and Transport Technology
  Education
• iii) Division of Electrics-Electronics and
  Telecommunication Education
• iv) Division of Drafting and Computer Aided
  Design Education

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Training teachers
For the whole duration (8 semesters) of the
Undergraduate Education, the distribution of the
couses according to the fields are as follows
Field courses 154 credits
Pedagogical courses 32 credits
General courses17 credits


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UNDERGRADUATE CURRICULUM
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UNDERGRADUATE CURRICULUM
59
UNDERGRADUATE CURRICULUM
60
UNDERGRADUATE CURRICULUM
61
UNDERGRADUATE CURRICULUM
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UNDERGRADUATE CURRICULUM
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UNDERGRADUATE CURRICULUM
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UNDERGRADUATE CURRICULUM
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UNDERGRADUATE CURRICULUM

• Elective Course
• ETE  412  Web Design and Applications
• ETE 414  Industrial Electronics
• ETE 416  Automatic Control
• ETE 418  Climatology
• ETE 420  Printing Offset
• ETE 422  Bobbing Technique
• ETE 424  Furniture Technology
• ETE 426  Welding Techniques
• ETE 428  Technology of Photography
• Total hours of Study 240 ECTS credits

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Issues and Studies for New Modification

• The total national credits of the program is
  rather high. Thus, a study has been started for
  decreasing the credits of the program.
• As the pedagogical courses are fixed and
  determined by the Turkish Higher education
  Council, we are not allowed to make any
  modification for these courses. Thus, the only
  possible way is to diminish or reduce the credit
  hours of the field courses.

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Issues and Studies for New Modification

• The mentioned technology teacher training program
  was mainly designed for raising Work Education
  (Work and Technical Education) teachers
  nationwide. However, as this course has been
  removed from the National Education Curricula and
  the new course Technology and Design has been
  added the general approach, mission and the
  curriculum of teacher education should be revised
  basing on the understanding of the new course and
  the design oriented courses should be increased.

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Thank you