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Journals / Erzincan Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Cilt: 28 Sayı: 2026

Comparative Structure of Vocational and Technical Education: A Model Framework for Türkiye

Mesleki ve Teknik Eğitimin Karşılaştırmalı Yapısı: Türkiye için Yeni Bir Model Çerçevesi

Yavuz Bolat(Mustafa Kemal Üniversitesi, Eğitim Fakültesi, Eğitim Programları ve Öğretim ABD, Hatay-Türkiye)0000-0002-2398-9208
Pages
1–20
Publication Date
2026-06-08
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

This model aims to support Türkiye’s transition from quantitatively driven expansion towards a qualitatively sustainable and resilient VTE structure.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:: Vocational and technical education (VTE) systems are increasingly shaped by a structural tension between quantitative expansion and qualitative sustainability in the context of global labour markets.
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Key Findings & Data:Within this framework, Türkiye’s recent transformation of vocational education through the Vocational Training Centres (MESEM) reform implemented in 2021 is critically assessed.
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Conclusion & Impact:This model aims to support Türkiye’s transition from quantitatively driven expansion towards a qualitatively sustainable and resilient VTE structure.
🔬Design:Modeling & Simulation
📍Scope:2021 Verileri
⚙️Variables:Mesleki ve teknik eğitim · iş-gücü piyasası · endüstir eğitim işbirliği

Abstract

: Vocational and technical education (VTE) systems are increasingly shaped by a structural tension between quantitative expansion and qualitative sustainability in the context of global labour markets. This study examines VTE systems from a comparative perspective by analysing Germany’s institutionalised dual training model and the centralised, growth-oriented vocational education approaches prevalent in East Asian countries. Within this framework, Türkiye’s recent transformation of vocational education through the Vocational Training Centres (MESEM) reform implemented in 2021 is critically assessed. The findings of the comparative policy analysis indicate that the MESEM reform has significantly expanded access and participation in vocational education and improved short-term employment outcomes; however, it has also revealed structural vulnerabilities related to academic attainment, teacher qualifications, and the alignment of curricula with labour market demands. Evidence from international assessments suggests that early vocational tracking, when not integrated with systematic academic support mechanisms, may contribute to the reproduction of socio-economic inequalities. Building on these findings, the study proposes a model framework for Türkiye that combines the institutional quality assurance mechanisms of the German dual system with the technological adaptability and sector-driven governance observed in East Asian models. The proposed framework emphasises strengthened sectoral involvement in curriculum governance, mandatory industry experience for vocational teachers, and integrated academic completion pathways within VET. This model aims to support Türkiye’s transition from quantitatively driven expansion towards a qualitatively sustainable and resilient VTE structure.

Özet

Mesleki ve teknik eğitim (MTE) sistemleri, küresel ölçekte niceliksel genişleme ile niteliksel sürdürülebilirlik arasındaki yapısal gerilim çerçevesinde yeniden şekillenmektedir. Bu çalışma, MTE sistemlerini karşılaştırmalı bir perspektiften ele alarak Almanya’nın kurumsallaşmış ikili (dual) eğitim modeli ile Doğu Asya ülkelerinde öne çıkan merkeziyetçi ve hız odaklı mesleki eğitim yaklaşımlarını incelemekte; Türkiye’de 2021 yılında Mesleki Eğitim Merkezleri (MESEM) aracılığıyla gerçekleştirilen dönüşümü bu iki yapı üzerinden analiz etmektedir. Karşılaştırmalı politika analizi bulguları, MESEM reformunun erişim ve istihdam açısından güçlü bir niceliksel genişleme sağladığını; ancak akademik yeterlilikler, öğretmen niteliği ve müfredatın iş gücü piyasasıyla uyumu bağlamında yapısal kırılganlıklar barındırdığını ortaya koymaktadır. Uluslararası değerlendirme verileri, özellikle erken mesleki yönlendirmenin sistematik akademik destek mekanizmalarıyla bütünleştirilmediği durumlarda sosyoekonomik eşitsizliklerin derinleşebileceğine işaret etmektedir. Bu çerçevede çalışma, Almanya modelinin kurumsal kalite güvencesi yaklaşımı ile Doğu Asya modellerinin teknolojik uyum kapasitesini bütünleştirerek, sektör liderliğini merkeze alan bütüncül bir model çerçevesi önermektedir. Önerilen model; müfredat yönetişiminde sektörel kuruluşların rolünün güçlendirilmesini, mesleki öğretmenler için zorunlu sanayi deneyimini ve MTE sürecine entegre edilmiş akademik tamamlama mekanizmalarını içermektedir. Bu yaklaşım, Türkiye’de MTE’nin nicelik temelli büyümeden nitelik odaklı ve sürdürülebilir bir yapıya yönelmesine katkı sunmayı amaçlamaktadır.

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Cite This Article

Bolat, Y. (2026). Comparative Structure of Vocational and Technical Education: A Model Framework for Türkiye. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 28 Sayı: 2026, 1–20. https://doi.org/10.17556/erziefd.1868982

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