A Qualitative Assessment of Curriculum Development Process at Secondary Vocational Schools in Turkey.

Autor/inn/en	Yildirim, Ali; Simsek, Hasan
Titel	A Qualitative Assessment of Curriculum Development Process at Secondary Vocational Schools in Turkey.
Quelle	(1997), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Curriculum Development; Curriculum Evaluation; Education Work Relationship; Educational Development; Educational Research; Foreign Countries; Job Skills; Job Training; Needs Assessment; Program Effectiveness; Secondary Education; Teacher Attitudes; Vocational Education; Turkey + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Bildungsentwicklung; Bildungsforschung; Pädagogische Forschung; Ausland; Produktive Fertigkeit; Berufsqualifizierender Bildungsgang; Bedarfsermittlung; Sekundarbereich; Lehrerverhalten; Ausbildung; Berufsbildung; Türkei
Abstract	A study assessed the effectiveness and efficiency of the curriculum development process in local vocational schools in Turkey. The study design included 14 vocational high schools and 12 companies that hired graduates of these schools in 4 relatively large and developed cities. Three data collection methods were used: interviews with principals, school-industry coordinators, teachers, senior students, industry managers, and workers; observations in classrooms and workshops; and document analysis. Results indicated that the standardized curriculum in vocational education did not meet the needs of students and industry. The curriculum was outdated compared to new competencies required by industry. Only a few vocational schools were able to keep up with rapid changes in the competencies required of their students through a systematic needs assessment and curriculum development efforts. The needs assessment process worked well in some schools but not in others. The main reasons for not doing needs assessments were the heavy teaching and supervising loads, inadequate financial resources and rewards, lack of leadership and communication with industry, and the passive mood of teachers. The centralized nature of the educational system appeared to be a major obstacle to curriculum development efforts in vocational schools. Approval of curriculum was long and cumbersome and not responsive to the rapid changes in industry. (Contains 10 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC