Vocational Education Systems in Germany and Turkey: Comparative Analysis
Globalization challenges, which affected the geopolitical and economic processes, labor market transformation and education internationalization have shaped the urgency of the problem. The purpose of the article is to compare vocational education systems in Germany and Turkey (using the dual system as an example) in order to identify the possibilities of transferring ideas and practices of the dual education system. A comparative analysis is the leading research method, which uses the context, transfer and forecasting methodology. Description and comparison of the context main elements allow determining the possibilities and conditions of the dual education system transfer. The findings provide an opportunity to identify transfer risks and predict the consequences of borrowing. The research results significance consists in context, transfer, and forecasting substantiating as the comparative analysis elements and applying this methodology to the processes of professional education.
Akpinar T., & Gun, S. (2016). Testing the human capital development model: the case of apprenticeships in Turkey. International Journal of Traning and Development, 20(2), 215-223.
Arslan, R., Tekin, Yu., Uazici, M., Kus, A., & Kaynak, G. (2009). A modular training project for vocational education and improvement in Turkey. Industry and Higher Education, 23(2), 127-132.
Aybede, Y., & Orbay, B. (2016). Comparison of economic benefits of university and vocational high school education among different majors in Turkey. European journal of higher education, 6(2), 176-192.
Aydin, S. (2013). Transformation of Turkish Vocational and Technical Education. Scientific Journal of Education Technology, 3(12), 188-196.
Barabasch, A., & Petrick, S. (2012). Mulri-level policy transfer in Turkey and its impact on the development of the vocational education and training sector. Globalisation, Societies and Education, 10(1), 119-143.
Bolat, Ya. (2015). Teacher training for vocational and technical education in Turkey, Germany, US, Australia, France, UK and Japan. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, 2(3), 39-72.
Brown, A., Kirpal, S., & Rauner, F. (2007). Identities at work. The Netherlands: Springer.
Cowen, R. (2006). Acting comparatively upon the educational world: Puzzles and possibilities. Oxford Review of Education, 32(5), 561-573.
European Training Foundation. (2013). Mapping of VET educational policies and practices for social inclusion and social cohesion in the Western Balkans, Turkey and Israel. Country report: Turkey.
Heine, G. (1994). The History of Religion and Philosophy in Germany. Moscow: Progress.
Kasavin, I.T. (2008). Text. Discourse. Context. Introduction to the social epistemology of a language. Moscow. Canon.
Kershenshtainer, G. (2017). Three Lectures on Vocational Training. Trieste Publishing Pty Limited.
Khadartseva, L.S., & Kokoeva, Z.V. ( 2018). Influence of the Protestant work ethic on the development of the economy. Retrieved from http://baznica.info/article/vliyanie-protestanstkoj-trudovoj-etiki-na-razvitie/
Landman, T. (2003). Issues and Methods in comparative Politics. New York: Routledge.
Little, A. (2000). Development studies and comparative education: context, content, comparison and contributors. Comparative Educattion, 36(3), 279-296.
Mulder, M. (2017). Competence-based vocational and professional education. Springer Int. Publ.
Obolenskaya, S.V. (1992). Bismarck’s politics and the struggle of parties in Germany in the late 70s of the 20th century. Moscow: Nauka.
Phillips, D., Ochs, K. (2004). Researching policy borrowing: Some methodological challenges in comparative education. British Educational Research Journal, 30(6), 773-784.
Pizmony-Levy, O. (2011). Bridging the global and local in understanding curricula scripts: the case of environmental education. Comparative Education Review, 55(4), 600-633.
Pleshakova, A. (2019). Germany’s dual education system: the assessment by its subjects. Образование и наука. Научный журнал, 21(5), 130-157.
Shchedrovitsky, P.G. (2018). Introduction to philosophical and pedagogical anthropology. Ros. Polit. Press. Encyclopedia.
Soong-Yong, P. (2004). Cultural politics and vocational religious education: the case of Turkey. Comparative Education, 40(3), 331-341.
Steiner-Khamsi, G. (2014). Comparison and Context: the interdisciplinary approach to the comparative study of education. Current Issues in Comparative Education, 34-42.
Stenstrom, M.-L., & Lasonen, J. (2000). Strategies for reforming initial vocational education and training in Europe. Final Report of the Project. Leonard da Vinci. Transnational Pilot Projects: Multiplier Effect, Strand III.3.a. Jyväskylä: Institute for Educational Research, University of Jyväskylä, 130-145.
Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Preschool in three cultures revisited: china, Japan and the United State. Chicago: University of Chicago Pres.
Verger, A. (2011). Framing and selling global education policy: the promotion of public-private partnership for education in low-income contexts. Journal of Education Policy.
Wolf, S. (2014). International TVET transfer project: Experiences of workplace training with the workforce in the Egyptian construction industry. In Wolf, S., Meyser, J. (Eds.). Policy transfer in technical and vocational education to Egypt: General conditions, concepts and experiences (pp. 30–53). Berlin: Universitätsverlag der TU Berlin.