Press Releases

İş Fikri Yarışması Finalistleri Belli Oldu

İş Fikri Yarışması’na 12 ildeki 36 İMEP pilot kurumundan 26 okul, 102 takım kurarak yarışmaya başvurmuş, daha önce okullara gönderilen İş Fikri Yarışması Uygulama Çerçevesi’nde yer alan değerlendirme kriterlerine göre bağımsız değerlendiriciler tarafından değerlendirmeye tabi tutulmuştur. Bu kapsamda yapılan puanlamalar neticesinde en yüksek puan alan aşağıdaki 12 takım 27-29 Şubat 2024 tarihlerinde Ankara’da gerçekleştirilecek olan final etabına katılmaya hak kazanmıştır.

İş Fikri Yarışması’na başvurup ilk 12 takım arasına giremediklerinden final etabına katılamayan takımlarımız girişimcilik, finansal okuryazarlık ve iş fikri sunumu konularında düzenlenecek 4,5 saatlik çevrim içi eğitim programına katılmaya hak kazanmıştır. Çevrim içi eğitim programıyla ilgili olarak detaylı bilgi için lütfen sayfanın sonunu ziyaret ediniz.

İş Fikri Yarışması Finalist Takımlar

Çevrim İçi Eğitim Programı

İş Fikri Yarışması’na başvurup ilk 12 takım arasına giremediklerinden final etabına katılamayan takımlarımız girişimcilik, finansal okuryazarlık ve iş fikri sunumu konularında düzenlenecek 4,5 saatlik çevrim içi eğitim programına katılmaya hak kazanmıştır:

Aşağıdaki tarih ve zamanlarda planlanan eğitimlere giriş için takım üyelerinin iş fikri yarışması başvurularında belirttikleri cep telefonlarına kayıt formu gönderilecektir. Kayıt olan öğrencilere eğitim öncesinde toplantı bağlantısı iletilecektir. Böylece öğretmen ve öğrencilerimiz, çevrim içi eğitimlerde kendi iş fikirlerine yönelik örneklerle ve eğiticilere sorularını anında ileterek eğitime aktif katılım sağlayabileceklerdir.

Aşağıdaki programa göre gerçekleştirilecek olan çevrim içi eğitimlere katılamayan öğrencilerimiz ise eğitimleri istedikleri zaman video kaydından izleyebileceklerdir. Eğitimlerin video bağlantıları öğrencilerimizin cep telefonlarına iletilecektir.

Eğitim Tarihleri

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“Advisory Teacher Training Evaluation Meeting on the Provision of Psycho-Social Support Services” was held within the scope of VET4JOB

VET4JOB continues training activities in partnership with the Ministry of National Education (MoNE) and Confederation of Turkish Tradesmen and Craftsmen (TESK), as the beneficiary institutions for dissemination of quality apprenticeship training in Turkey implemented with the support of the European Union. The second of the trainings on the provision of psycho-social support services for guidance teachers of apprenticeship education institutions within the scope of the program was held in Gaziantep on 03-04 March 2022.

Advisory teachers accompanied by specialists shared their practical experiences in their schools during the two-days training realized with the participation of Dr. Balkır Özünlü, the Program Coordinator and Kübra Güzelyurt from Directorate General of Vocational Education and Training of the Ministry of National Education.

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“Awareness Meeting: My Apprentice Students are on the Path of Mastery” held in Ankara

The “Awareness Meeting: Apprentice Students on the Path of Mastery” which was prepared in cooperation with Ankara Provincial Directorate of National Education and Ankara Union of Chambers of Tradesmen and Craftsmen (ANKESOB) as part of the Vocational Training Program for Employment (IMEP) carried out by Expertise France and EDUSER in partnership with the General Directorate of Vocational and Technical Education (MTEGM) of the Ministry of National Education and the Turkish Confederation of Tradesmen and Craftsmen (TESK) as beneficiaries, was held in Ankara on June 12, 2023, to coincide with the World Day Against Child Labor.

Opening speeches at the meeting held at CP Ankara Hotel were delivered by Huseyin Ar, Deputy Chairman of ANKESOB; Feyhan Canbay, Socioeconomic Development Program Manager at the European Union Delegation to Turkey; Dr. Murat Cangul, Secretary General of TESK; and Suleyman Akgul, Head of the MTEGM Workplace Based Vocational Education Department of the Ministry of National Education.

The Awareness Meeting “Apprentice Students on the Path of Mastery” focused on the roles of apprentice students, schools, families and businesses in apprenticeship training and highlighted the roles and responsibilities of these actors in the quartet cooperation. The meeting presentation emphasized the importance of protecting children from conditions that expose them to economic exploitation and hinder their education, which negatively affects their health and physical development, indicating that this is a social responsibility according to the United Nations Convention on the Rights of the Child. During the meeting, apprentice students studying at Ankara Siteler Vocational Training Center, one of the IMEP practice schools, took the floor and shared their solution suggestions developed for their problems identified in the Apprentice Student Forums in order to contribute to the development of apprenticeship training with the participants.

As part of the activities to combat child labor for businesses that provide hands-on training to apprentice students within the scope of the Vocational Training Program for Employment (IMEP), Awareness Meetings “Apprentice Students on the Path of Mastery” will be held in cooperation with Provincial Directorates of National Education, local organizations of TESK, and Union of Chambers of Tradesmen and Craftsmen (ESOB) in all provinces where the program is implemented.

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“Training of Trainers on Turkish Speaking Support Programme” was held in İzmir

The “Vocational Training Programme for Employment” supported by the European Union is carried out in cooperation with 36 institutions in 12 provinces, in partnership with the Ministry of National Education Directorate General of Vocational Education and Training and the Confederation of Turkish Tradesmen and Craftsmen. Turkish Language and Turkish Literature teachers from selected the institutions participated to a three-day long Training of Trainers study on “Turkish Speaking Support Programme”, which was held in İzmir between July 27th to July 29th, in order to support learning Turkish as a foreign language by apprentice students and adults with insufficient Turkish language skills. “Turkish Speaking Support Programme” aims to provide daily speaking practice that will contribute to the social integration of Syrians. The certified teachers who are going to conduct “Turkish Speaking Support Programme” trainings in their own provinces, examined the methods and techniques to be applied and carried out studies on measurement and evaluation methods. During the training, the learning-teaching processes were explained with case studies. Prof. Tolga Erdogan and Assoc. Dr. Told by Kaan Büyükikizli carried out the training of trainers’ sessions as the filed experts. At the end of the trainings, a road map has created for the upcoming local trainings along with an evaluation session and participants received their certificates.

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1 December Hatay

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12 June 2023 Ankara

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12 June World Day Against Child Labor

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14 June 2023 Konya

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16 June 2023 Kayseri

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1st Apprentice Student Forum

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1st Apprentice Student Vocational Skills Solidarity Activity Training – October 2022

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22 June 2023 Gaziantep

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23 November Istanbul

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25 Mart Anayurt

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26 September 2023 Izmir

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2nd Apprentice Student Forum

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2nd Apprentice Student Vocational Skills Solidarity Activity Training – December 2022

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2nd Apprentice Student Vocational Skills Solidarity for Sustainability Begins

Within the scope of the Vocational Training Programme for Employment (VET4JOB) executed by Expertise France and EDUSER with the financial support from the European Union and in cooperation with the General Directorate of Vocational and Technical Training of the Ministry of National Education (MoNE GDoVTT) and the Confederation of Turkish Tradesmen and Craftsmen (TESK), training on the 2nd Apprentice Student Vocational Skills Solidarity Activity was carried out in Adana on 6-8 December 2022.

With VET4JOB Apprentice Student Vocational Skills Solidarity Activities, it is aimed that apprentice students carry out studies that create social benefits on a small scale under the guidance of their teachers and master trainers and establish permanent ties with the society and sustainability with the approach of learning, producing and sharing together in the course of their studies.

Apprentice students, teachers and master trainers of VET4JOB institutions in Adana, Hatay, Gaziantep, Kahramanmaras and Mersin participated in the training activity that began with the opening speeches of Murat Yuksel, Branch Director responsible for vocational training at the Adana Provincial Directorate of National Education, Zekine Dayioglu and Suleyman Akgul, Heads of Departments at MoNE GDoVTT. Ecological, economic and social sustainability issues were discussed in the training, which lasted three days and covered extensive activities; trainings on design-oriented thinking, planning and evaluation of project processes, social benefit and impact and social entrepreneurship were given and various workshops were held.

The project ideas that emerged in the trainings will be realized by the school teams with the support of the community members that they are involved in.

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2nd Steering Committee Meeting of VET4JOB Programme was Held

The 2nd Steering Committee Meeting of the “Programme Improving the Employment Prospects for the Syrian Refugees and Host Communities by High-Quality VET and Apprenticeship in Turkey” (VET4JOB), supported by the European Union, was held on the digital platform on May 26th, 2021. The opening remarks of the meeting were addressed by Coordinator Özlem Sıla TALAY on behalf of Vice President FRIT Office, , Deputy Secretary General Çetin DEMİRKAZIK on behalf of Turkish Confederation of Tradesmen and Craftsmen (TESK) , Acting General Director Dr. Recep ALTIN on behalf of Ministry of National Education DG Vocational and Technical Education , FRIT Deputy Head Dimitrina KARAYOTOVA on behalf of Delegation of the European Union to Turkey, and Stability and Resilience Department Head Laurent MARION on behalf of Expertise France. Expertise France Team Leader PhD. Fatma ÖZDEMİR ULUÇ made a presentation on the progress of the programme and explained future planning schedule. At the meeting, VET4JOB Module Leader 1 and Field Coordinator İzzet ÇEVİK from EDUSER talked about their efforts to direct apprenticeship training and shared up-to-date information on outreach activities. The meeting was ended following the Q&A session with an emphasis on local cooperation initiatives.

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3rd Apprentice Student Forum

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3rd Apprentice Student Forum was Held

3rd Apprentice Students’ Forum on Inclusive Solutions Created for Quality Apprenticeship Training

The 3rd Apprentice Student Forum within the scope of the “Improving the Employment Prospects for the Syrian Refugees and Host Communities by Providing High-Quality VET and Apprenticeship in Türkiye” Programme (Vocational Training Programme for Employment-VET4JOB)” was held in Antalya on 9-11 October 2023.The opening speeches of the 3rd Forum, which was held with the participation of leader students and teachers from 36 vocational education institutions within the scope of IMEP and representatives of the Union of Chambers of Tradesmen and Craftsmen (ESOB) in 12 provinces, were delivered by Mr Ali Karagöz, Director General of Vocational and Technical Education of the Ministry of National Education and Mr Xavier Cousquer, Director of the Department of Peace, Stability and Security of Expertise France.

VET4JOB is conducted by Expertise France and EDUSER in cooperation with the General Directorate of Vocational and Technical Training of the Ministry of National Education (MEB -MTEGM) and the Confederation of Turkish Tradesmen and Craftsmen (TESK) and funded by the European Union Facility for Refugees in Türkiye (FRiT).

Forums: Voice of the Apprentice Students

Apprentice student Forums one of the flagship events of VET4JOB Programme aims to address the opportunities and bottlenecks of apprenticeship training from the perspective of apprentice students, to support these students to carry out participatory processes regarding the education system they are involved and to enable them to make their voices heard. With the student-to-student approach, developing interaction between youth, reinforcing them and creating a space for them to improve their leadership skills are also included in the objectives of the apprentice student Forums. In addition, the Forums are aimed to serve as a platform for jointly generating ideas on common issues, enabling students to advocate for themselves, increasing the opportunities for dialogue, and introducing apprenticeship education by these students.

The apprentice student Forums are also planned in such a way as to draw the attention of the public and relevant actors to apprenticeship training. The Forums are held with the participation of leader teachers and leader students from each of the 36 vocational education institutions in 12 provinces within the scope of IMEP VET4JOB.

Student Forums to Empower Apprentice Students

The apprentice students who attended the 1st Apprentice Student Forum, which was held on the digital platform specifically developed due to the pandemic conditions on 21-22 October 2021, discussed the difficulties and opportunities in the educational processes, examined the basic principles of dispute management and communication with expert trainers, participated in the entertaining activities to complete the given tasks and developed an action plan for the future.

The 2nd Forum, which was held on 8-10 June 2022, has become the voice of more than 10 thousand apprentice students. In the preparation processes of the 2nd Apprentice Student Forum, the leader students, along with the leader teachers, developed solution offers to the problems identified in the first Forum by establishing a dialogue with a total of 11.238 students in their schools. The students ensured the participation of business owners, sector experts, teachers and administrators as well as students in the preparatory meetings they held. The leader apprentice students rediscussed their solution offers they have developed as a result of the studies they carried out within the framework of the questions “What kind of solutions can be developed for the difficulties experienced at school and at workplace?”, “What kind of solutions can be developed to overcome the difficulties experienced in social life at school and at workplace?” on a common platform in the 2nd Apprentice Student Forum. During the closing event of the 2nd Apprentice Student Forum, four students representing the students set on the same table with the decision makers. The representative students shared the prepared Forum Statement with influential messages and with this statement, they expressed their solution proposals to the problems identified for improvement of apprenticeship education in Türkiye, what the apprentice students should do to achieve results and their expectations from the decision makers. Thus, they have invited all actors of apprenticeship education in Türkiye to take steps together to write a new success story.

The implementation of the 2nd Apprentice Student Forum before the 12 June World Anti-Child Labour Day had a special meaning. VET4JOB carries out its activities with a perspective that focuses on anti-child labour and acts for the best interest of the child, contributes to anti-child labour by offering a qualified training and career option to youth by highlighting the apprenticeship education under the protection and supervision of the state for youth who are deprived of education and have to tend towards child labour.

For the third Forum, students have conducted stakeholder analysis to address their problems. Prior to the activity they have paid visits and have discussions with the relevant stakeholders to hear the other parties view and make their voices heard. They compiled inclusive concrete proposals for the implementation of their demands. During the 3rd Forum, workshop sessions were facilitated to draw a common roadmap together to resolve the identified problems with relevant parties. It is anticipated that by the conclusion of the third Forum, the apprenticeship students will have generated inclusive solution proposals as well as the essential campaign and communication strategy for putting them into action. In addition, opportunities are pursued to bring the rights of apprentice students to the light.

At the closing panel of the 3rd Forum, where leading apprentice students and decision-making stakeholders sat shoulder to shoulder, the students read the declaration describing their inclusive solution proposals. Laurent Guirkinger, Head of Humanitarian and Social Development Department of the Delegation of the European Union to Turkey, Mustafa Günay, Head of Social Partners and Projects Department of the Ministry of National Education General Directorate of Vocational and Technical Education, Serdar Dalmaz, European Union External Relations Representative of the Confederation of Turkish Tradesmen and Craftsmen, and Bertand Commelin, Director of Human Capital and Social Development Department of Expertise France, took the floor after the students and shared their messages of support for the expectations expressed by the leader apprentices.

The Fourth Forum is planned to be organized in 2024 aims to pave a way towards creating a platform where they can make stronger voices heard and jointly solve their problems by establishing a structured organizational network.

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3rd Apprentice Student Vocational Skills Solidarity Activity Training – January 2023

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3RD APPRENTICE STUDENT VOCATIONAL SKILLS SOLIDARITY TRAINING IS COMPLETED

Within the scope of the “Programme for Facilitating Access to Employment of the Syrian and Host Communities by Providing High-Quality Apprenticeship and Vocational Training in Türkiye”, the 3rd group of the Apprentice Student Vocational Skills Solidarity Activities has completed their training programme.

A comprehensive training session was held in Bolu Abant on 9-11 January as for the third of the Apprentice Students Vocational Skills Solidarity Activities within the scope of the Vocational Training Programme for Employment (VET4JOB) executed by Expertise France and EDUSER with the financial support of the European Union and in cooperation with the General Directorate of Vocational and Technical Training of the Ministry of National Education (MoNE GDoVTT) and the Confederation of Turkish Tradesmen and Craftsmen (TESK).

Apprentice Students Vocational Skills Solidarity Activities aim to guide apprentice students to carry out small-scale social improvement activities in solidarity, guided by their teachers and master trainers. While performing their projects, it is aimed that students establish permanent ties with the society and sustainability with the approach of learning together, creating social benefits, producing and sharing.

Apprentice students, teachers and master trainers who convened in Abant on 9-11 January 2023 had trainings on teamwork, sustainability, design-oriented thinking, planning, evaluation of project processes, generating social benefits, positive impact and social entrepreneurship. After the training, the apprentice students, guided by the trainers and master trainers, will realize their projects within a three-month period with the support of their teams and the community members that they are involved in.

In the first group that participated in the 1st Vocational Skills Solidarity Activity in October 2022, İMEP/VET4JOB schools in Ankara , Izmir, Kayseri and Konya had come together and completed their training programme. The projects of these groups will be completed as of January 2023. In December, groups from İMEP/VET4JOB schools in Adana, Hatay, Gaziantep, Kahramanmaras and Mersin continue to develop their projects. During the last training that was held on 9-11 January 2023, İMEP/VET4JOB schools in Bursa, Istanbul and Kocaeli completed their training programme for sustainable projects and have returned to their schools and develop and implement their projects in solidarity. Sustainability-oriented projects that students will design and realize in cooperation will be shared with the public through a digital exhibition to be prepared.

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3rd VET4JOB Steering Committee Meeting

Improving the employment prospects for the Syrian refugees and host communities by high-quality VET and apprenticeship in Turkey (VET4JOB) Programme, financed by the European Union FRIT fund, held its 3rd Steering Committee Meeting on November 25, 2021 on a digital platform. The goal of the meeting was to benefit from the experiences of the representatives of the institutions that work towards VET4JOB objectives, and to exchange views in order to implement the programme effectively. The meeting’s opening statements were delivered by the Head of Education Policies Department Dr. Recep ALTIN, on behalf of the Ministry of National Education, Directorate General of Vocational Education and Training; the Deputy Secretary General Ms Fatma Yasemin ERTEKİN from the Confederation of Turkish Tradesmen and Craftsmen (TESK); Programme Manager Ms Feyhan EVİTAN CANBAY from the EU Delegation to Turkey on behalf of the Socioeconomic Development Programme; and Deputy Head of the Peace, Stability and Security Department Mr Julien SERRE, on behalf of Expertise France. Expertise France Team Leader Dr. Fatma ÖZDEMİR ULUÇ and EDUSER Program Coordinator Aise AKPINAR delivered a joint presentation on the programme progress and future plans. The first Apprentice Student Forum held in October and its background activities were shared with the participants under the title “Apprentice Students’ Voice”. After the Q&A session, the meeting concluded with a general evaluation.

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4th Apprentice Student Forum

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4th Apprentice Student Forum was Held

4TH APPRENTICE STUDENT FORUM WAS HELD

The 4th Apprentice Student Forum was held in Ankara within the scope of Vocational Training Programme for Employment (VET4JOB). The first step was taken for a structured network where apprentice students can come together to discuss their needs, make their voices heard more strongly, and solve their problems through solidarity, participatory and inclusive methods.

Within the scope of the “Facilitating Access to Employment for Syrian and Host Communities through Quality Apprenticeships and Vocational Training in Türkiye (Vocational Training Programme for Employment – VET4JOB)” implemented by Expertise France (EF) and EDUSER with the financial support of the European Union (EU) and in cooperation with the Ministry of National Education General Directorate of Vocational and Technical Education (MoNE MTEGM) and the Confederation of Turkish Tradesmen and Craftsmen (TESK), the 4th Apprentice Student Forum was held in Ankara on 20-22 May 2024.

The opening speeches of the 4th Forum were delivered by Mr. Ali Karagöz, Director General of Vocational and Technical Education of the Ministry of National Education, Mr. Atakan Çelik, Deputy Secretary General of the Confederation of Turkish Tradesmen and Craftsmen and Mr. Laurent Guirkinger, Head of Humanitarian and Social Development Department of the Delegation of the European Union to Türkiye. On behalf of Expertise France, Program Manager Jade Kahhaleh expressed their pleasure to be the coordinator of this program.

The Forum started with the evaluation of the preparatory work of the apprentice students to gather opinions locally on networking and continued with training on community and network management acting within the framework of social benefit. In order to coordinate the networking activities of apprentice students, a 10-member Facilitators Board consisting of 4 apprentice students, 3 teachers, 2 apprenticeship training graduates and 1 ESOB (Union of Chambers of Tradesmen and Craftsmen) representative was elected. In the closing session held on the last day of the event, the Facilitators Board shared the road map prepared based on the action proposals discussed.

Since 2021, Apprentice Student Forums have been organized to address the opportunities and challenges of apprenticeship training from the perspective of apprentice students, to increase their participation in the training process and to enable them to make their voices heard. The forums encourage interaction and social cohesion among students and adopt a student-centered approach to provide an environment that empowers young people and develops their leadership skills. The forums serve as a platform to exchange ideas on common issues, allow students to defend their views, increase communication opportunities and promote apprenticeships.

The first forum was held on October 21-22, 2021 on a digital platform specially developed due to the pandemic conditions, with the participation of one lead teacher and two lead students from each of the 36 vocational education institutions in 12 provinces within the scope of VET4JOB and representatives of the Union of Chambers of Tradesmen and Craftsmen (ESOB) in the provinces within the scope of VET4JOB. During the Forum, where challenges and opportunities in education processes were discussed, students were trained on conflict management and basic principles in communication. In the preparation process for the 2nd Apprentice Student Forum held on 08-10 June 2022, students came together with business partners, sector experts, teachers and administrators to develop solutions to the problems identified and collected suggestions. At the closing of the Forum, four students representing the leading students met at the same table with decision-makers and shared the Forum Declaration with strong messages. At the 3rd Apprentice Student Forum held on October 9-11, 2023, sessions were held to put forward “inclusive” solution proposals to solve the problems together with the relevant parties. During the Forum, the rights of apprentice students were raised at every opportunity. Apprentice student forums are planned to continue within the scope of the VET4JOB.

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4th Steering Committee Meeting of IMEP

The Programme for Improving the Employment Prospects for the Syrian and Host Communities by Providing High-Quality VET and Apprenticeship in Turkey (IMEP), supported by the European Union’s FRIT fund, was held face-to-face on 24 June 2022.

The opening speeches of the meeting were made by Mr. Libor CHLAD, Head of FRIT Department of the Delegation of the European Union to Turkey, Mr. Korkut KOCAK, the Head of Social Partners and Projects Department on behalf of the General Directorate of Vocational and Technical Education of the Ministry of National Education, Mr. Fuat ELVAN, the Project Specialist on behalf of the Confederation of Tradesmen and Craftsmen of Turkey (TESK) and Mr. Laurent Marion, the Head of Stability and Resilience Department on behalf of the Expertise France. The Team Leader of Expertise France, Dr.Fatma OZDEMIR ULUC, and the Programme Coordinator of EDUSER, Aise AKPINAR, made a joint presentation on the progress of the programme and future planning. The Communication Supervisor of IMEP Ipek Aydin presented the Communication Strategy of the Programme.

In the meeting, the experiences were shared with the representatives of the institutions that carry out studies in accordance with the objectives of IMEP in order to implement the Programme effectively and exchanged views. After the question and answer section, the general evaluation was made and the meeting was ended.

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5th Steering Committee Meeting Held

5th Steering Committee Meeting of the Programme for Improving the Employment Prospects for the Syrian and Host Communities by Providing High-Quality VET and Apprenticeship in Türkiye (VET4JOB), supported by the European Union’s FRIT fund, was held in Ankara on 31 January 2022.

The opening speeches of the meeting were given by Korkut KOCAK, Head of the Department of Social Partners and Projects of the General Directorate of Vocational and Technical Education of the Ministry of National Education, Fatma Yasemin ERTEKIN, Deputy Secretary General of the Confederation of Tradesmen and Craftsmen of Türkiye (TESK), Makbule YALIN on behalf of the Presidency of Migration Management of the Ministry of Interior, Feyhan EVITAN CANBAY, Director of the Socioeconomic Development Programme of the Delegation of the European Union to Türkiye, and Laurent MARION, Head of the Division of Stability and Resilience of Expertise France.

Ph.D. Fatma OZDEMIR ULUC, Team Leader of Expertise France, and Aise AKPINAR, the Programme Coordinator of EDUSER, made a joint presentation on the progress of the Programme and planning for the future. In the presentation, the experiences of the beneficiaries of VET4JOB were emphasized with visual and written anecdotes.

In the meeting, the experiences were shared with the representatives of the institutions that carried out studies in accordance with the objectives of VET4JOB in order to implement the Programme effectively and views were exchanged. After the questions and answers, general evaluation was made and the meeting was ended.

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6 July 2023 Istanbul

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6th VET4JOB Steering Committee Meeting was Held

The Sixth Steering Committee Meeting of the Improving Employment Prospects for Syrian and Host Communities through High-Quality Apprenticeship and Vocational Training in Türkiye (Vocational Training For Employment – İMEP/VET4JOB) Programme was held in Ankara on September 28th 2023.

The opening speeches were made by Ministry of National Education Director-General of Vocational and Technical Education Ali KARAGÖZ, Fuat ELVAN on behalf of the General Secretary of the Confederation of Tradesmen and Craftsmen of Türkiye (TESK), Thomas FJENDBO, the Deputy Head of the Human and Social Development Department of the European Union Delegation to Türkiye, and Virginie ROIRON, Head of the Stabilisation and Resilience Unit of Expertise France.

Expertise France Team Leader Dr. Fatma ÖZDEMİR ULUÇ and EDUSER Programme Coordinator Aişe AKPINAR informed the participants about the progress of the programme. In a session during which the lessons learned from İMEP were evaluated, they also provided information about the Second Phase activities which it is planned to carry out next year. The meeting came to a close following an interactive question-and-answer session with the representatives of the shareholder institutions and organisations concerned.

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8 June 2023 Bursa

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9 Eylül izmir

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9 November Kahramanmaraş

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A Gazate

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A Gazate Bursa

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A GAZETE

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A GAZETE

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A Knowledge – Attitude – Practices (KAP) study carried out within the scope of VET4JOB

The Knowledge – Attitude – Practices (KAP) study for “Improving the Employment Prospects for the Syrian Refugees and Host Communities by Providing High-Quality VET and Apprenticeship in Turkey Programme (Vocational Training Programme for Employment-VET4JOB)” is carried out with quantitative and qualitative methods in 12 provinces where VET4JOB is implemented.

CLICK FOR THE HIGHLIGHTS OF THE STUDY.

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A. BASIC CONCEPTS OF APPRENTICESHIP TRAINING

Apprenticeship Training

Apprenticeship training is one of the types of formal education that young people can attend after secondary school to complete their compulsory education. The duration of apprenticeship training offered by vocational training centres is four years. By the end of this period, students will also have completed 12 years of compulsory education.

During the trainings, students attend:

• Theoretical training at vocational training centres once or twice a week,
• Practical training in their workplaces four or five days a week.

Students who have graduated from at least secondary school enrol in apprenticeship training.

Apprentice students studying at vocational training centres receive a Journeymanship Certificate if they pass the journeymanship exams held at the end of the 11th grade and have not failed courses, while Journeymen receive a Mastership Certificate if they pass the mastership exams held at the end of the theoretical and practical training period prescribed in their programme at the end of the 12th grade.

Those who have a Mastership Certificate can open their own workplaces or find a job easily as a qualified worker in a workplace.

Apprenticeship students who are entitled to receive a Mastership Certificate can receive a vocational high school diploma if they pass the missing courses to be determined by the Ministry of National Education through face-to-face education programmes to be delivered at vocational education centres or through open secondary education institutions.

Vocational Training Centre

These are educational institutions that operate under the General Directorate of Vocational and Technical Education of the Ministry of National Education and are responsible for the theoretical part of formal apprenticeship training.

Candidate Apprentice

An apprentice is a person who has not completed the age of becoming a student, who is introduced to the workplace environment before the apprenticeship training period, and who has received the preliminary information about their art and profession.

Apprentice

According to the principles of the apprenticeship agreement, an apprentice is a person who has developed the knowledge, skills and work habits required by a profession and continues their education.

• Candidate apprentices and apprentices qualify as a student and benefit from all kinds of student rights. Therefore, they are not included in the number of workers working in a workplace.
• Candidate apprentice and apprentice students receive general and vocational training for no less than eight hours a week, depending on the nature of the profession. Candidate apprentice and apprentice students are provided paid leaves to attend such training. Theoretical and practical training in seasonally specialized professions can be done in blocks in certain months.
• Candidate apprentice and apprentice students do their practical training in their workplaces. In apprenticeship training, theoretical and practical training are planned and carried out to complement each other.

Journeyman

This refers to a person who has acquired the knowledge, skills and work habits required by a profession and can perform the work and activities related to this profession at acceptable standards under the supervision of a master.

Master

This refers to a person who has acquired the knowledge, skills and work habits required by a profession, can apply them at standards acceptable in working life in the production of goods and services, and plan the production process, solve problems that may be encountered during production, explain their thoughts in writing, verbally and by drawing, and make practical calculations related to production.

Master Trainer

This refers to a person who has acquired the competence of a master, is responsible for the workplace training of candidate apprentices, apprentices, journeymen and students of vocational and technical education schools and institutions and knows and applies vocational training techniques.

Enterprise

This refers to public and private institutions and workplaces that have signed contracts with the parents/guardians of students at VTCs and produce goods and services for which students receive practical training within the framework of the legislation.

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ACCOMMODATION AND TRAVEL SERVICES

Within the scope of the curriculum prepared in accordance with national and international standards, knowledge, skills and competencies are provided in guest relations, front office services, housekeeping services, travel agency services, general tourism and vocational foreign language, etc. In our schools, competencies are provided in front office, housekeeping, operation, booking, dry cleaning and carpet cleaning and maintenance branches.

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ACCOUNTING AND FINANCE

Within the scope of this major, education is provided in the field of Accounting in our schools, where professional qualifications are provided for accounting certification, recording, reporting, interpretation and analysis according to developments and changes in the world and in our country. In this context, it is aimed to provide knowledge, skills and competencies in subjects such as using accounting package programs, entrepreneurship, business management, tax and declarations, business and social security law.

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Acil Haber

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AGRICULTURE

In this major where knowledge, skills and competencies such as agricultural production, sustainable agriculture techniques, basic plant health, soil and plant nutrition are provided, education is held in the branches of Viticulture, Mushroom Cultivation, Fruit Cultivation, Vegetable Cultivation, Horticulture, Industrial Plants Cultivation, Field Plants Cultivation, Medical Aromatic Plants Cultivation, Ornamental Plants, Greenhouse Cultivation, Tea Cultivation and Silviculture.

Viticulture

Mushroom Cultivation

Fruit Cultivation

Vegetable Cultivation

Horticulture

Industrial Plants Cultivation

Field Plants Cultivation

Medical Aromatic Plants Cultivation

Ornamental Plants

Greenhouse Cultivation

Tea Cultivation

Silviculture

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Akdeniz

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Akdeniz Gerçek

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Aliağa Ekspres

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An Apprenticeship Story / Ayşin Sayan – Arzum Bayraktar

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An Apprenticeship Story / Aytekin Kılınç

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An Apprenticeship Story / İsmail Aktaş

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An Apprenticeship Story / Kardelen Rahime Kılınç

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An Apprenticeship Story / Mustafa Dilek

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An Apprenticeship Story / Nazik ve Salim Mermer

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An Apprenticeship Story / Nouri Jawishi

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An Apprenticeship Story / Ogün Aysoy

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Anadolu

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ANADOLU

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ANALİZ

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Anayurt

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ANAYURT

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Anayurt

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Anayurt

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ANIMAL BREEDING AND HEALTH

Within the scope of this major, education is provided in the branches of Beekeeping, Cattle Breeding, Ovine Breeding, House and Ornamental Animals, Pet Hairdressing and Poultry Breeding, where knowledge and skills are provided in the fields of breeding, recording, protecting the health and dealing with diseases of animals and ensuring efficiency and quality increase by obtaining healthy products from these animals.

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Ankara Siteler Vocational Training Center

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Application Form

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Apprentice Student Forum Summary Outputs

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Apprentice Students Get Together At the Art Event

An art event was held with apprentice students at Ankara Siteler Vocational Training Centre in April 2021.“Vocational Training Programme for Employment” (VET4JOB). The programme is financed by the European Union and is coordinated by Expertise France and EDUSER in cooperation with Ministry of National Education and the Confederation of Turkish Tradesmen and Craftsmen. In the event, in which Syrian and Turkish apprentice students participated together, young people reflected their feelings and thoughts about “home, education and future” to their work. Some students sculpted clay and made sculptures, while others painted their homes, schools and villages. Apprentice students, who receive theoretical training once or twice a week at vocational training centres, receive practical training at the workplace under the guidance of master trainers on other days of the week.

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APPRENTICE STUDENTS MAKING THEIR VOICES HEARD

1st Apprentice Student Forum held under “Improving the employment prospects for the Syrian refugees and host communities by high-quality VET and apprenticeship in Turkey” Programme

APPRENTICE STUDENTS MAKING THEIR VOICES HEARD

The 1st Apprentice Student Forum was held online on 21-22 October 2021 under Improving the employment prospects for the Syrian refugees and host communities by high-quality VET and apprenticeship in Turkey (VET4JOB) Programme, which is funded by the European Union and carried out with the cooperation of the Ministry of National Education Directorate General of Vocational Education and Training (DGVET) and the Confederation of Turkish Tradesmen and Craftsmen (TESK), implemented by Expertise France and EDUSER.

VET4JOB, one of the most effective programmes in the field of apprenticeship training in Turkey, is implemented to improve sustainable livelihoods and employment prospects for Syrians and host communities, by supporting their skills development through apprenticeship and VET in line with labour market needs. VET4JOB also aims to raise public awareness in the field of “Combating Child Labour” and supports young people to stay in education by emphasizing the advantages of apprenticeship training in the formal education system. Having started on January 1, 2020 with the financial support of the European Union, VET4JOB has a budget of EUR 30 Million and will continue for a duration of three years.

The objective of the Apprentice Student Fora to be held under VET4JOB is to help the apprentices strengthen their capacity by participating in the trainings within their fields of interest and to provide them with an environment where they can engage in these activities while having fun.

For the Apprentice Student Fora, 2 leader apprentice students were selected from each of the 36 VET institutions included in VET4JOB. In this process, a leader teacher from each school and one project manager from a total of 13 Unions of Turkish Tradesmen and Craftsmen support and guide the leader apprentice students.

A special digital platform was created for the 1st Apprentice Student Forum event, organized within the scope of VET4JOB. 72 apprentice students who participated in this online platform discussed the challenges and opportunities in their training processes, analysed the basic principles of conflict resolution and communication with the help of expert trainers, participated in entertaining activities on the platform and created an action plan for the future.

At the opening session of the Apprentice Student Forum, MoNE DGVET Workplace-Based Vocational Training Department Head Süleyman Akgül, TESK Deputy Secretary General Sinan Özkan, Deputy Head of the Facility for Refugees in Turkey (FRIT) Division of the EU Delegation to Turkey, Dimitrina Karayotova, and representing Expertise France, Stability and Durability Department Head Laurent Marion addressed the apprentices.

EQUAL OPPORTUNITIES IN EDUCATION

Süleyman Akgül, MoNE DGVET Workplace-Based Vocational Training Department Head, emphasized the importance of equal opportunities in education and stated: “All members of society should join forces without any discrimination in their efforts for social, cultural and economic progress, and work side by side to realize this common ideal.”

At the first Apprentice Student Forum, Akgül also expressed that they aim to address the opportunities and challenges of apprenticeship education with the perspective of leader students, to support the efforts for developing the apprentice training system, to help apprentice students make their voices heard, to create interaction among the young population, to have the students’ support to make apprenticeship training available to more young people and to create opportunities for these students so they can develop their leadership skills.

VOCATIONAL TRAINING IS INDISPENSABLE FOR A STRONG TURKEY

Sinan Özkan, Deputy Secretary General of TESK, stated: “Today, the level of vocational education and training is one of the factors that determine countries’ level of development. In a world where change continues at an astounding pace, countries feel the obligation to take permanent and effective steps for the future within the framework of vocational and technical training. We have no doubt that our country will start the coming years stronger with its effective vocational training approach and policies that embrace the future.”

Sinan Özkan, Deputy Secretary General of TESK, said: “In pursuit of high-quality apprenticeship training, our entire organization is determined to mobilize all necessary resources, find new resources and carry out the necessary lobbying activities for the development of vocational education and training, which we believe to be the key to a secure future for our children.”

APPRENTICESHIP TRAINING GIVES STUDENTS CAREERS

Dimitrina Karayotova, Deputy Head of the FRIT Division of the EU Delegation to Turkey, started her speech by emphasizing the importance of VET4JOB for the EU Delegation to Turkey. Pointing out that VET4JOB, financed by the EU, is the only project within the scope of the Facility for Refugees in Turkey that focuses on apprenticeship training and deals with child labour, Karayotova addressed the apprentice students: “Getting an apprenticeship is not just about gaining professional skills. You can step into an important career or have the opportunity to start your own business.”

Dimitrina Karayotova stated that apprenticeship programmes invest in apprentices’ skills in a particular field and contribute to a future that can change their lives and provide better career perspectives by improving their knowledge level in this field and shaping their goals.

BEING THE VOICE OF APPRENTICE STUDENTS

Speaking on behalf of Expertise France, one of the implementing agencies of VET4JOB, Stability and Durability Department Head Laurent Marion started his speech by mentioning that Turkey is the country hosting the largest number of refugees in the world and emphasized the important role VET4JOB plays in strengthening the social and economic cohesion between the Syrians and the Turkish host community.

Emphasizing that the First Apprentice Student Forum was designed with a participatory perspective, Marion referred to Article 12 of the Convention on the Rights of the Child and stated that children/young people have the right to participate in decision-making processes that may be relevant to their lives and to influence the decisions taken about them.

Highlighting the importance of the Forum as a channel to ensure that the voices of the apprentices are heard, Marion stated that it is crucial to consider the components of apprenticeship training from the apprentice students’ perspective, to allow students to defend themselves and to increase dialogue opportunities. Laurent Marion stated: “The Apprentice Student Forum, which we are holding for the first time, will pave the way to attract the attention of the relevant actors as well as the public to apprenticeship training and apprentice students.”

Website: www.imep.org

VET4JOB Facebook Account: www.facebook.com/VETFORJOB

VET4JOB Twitter Account: https://twitter.com/IMEP_VET4JOB

VET4JOB YouTube Channel: www.youtube.com/channel/UCDWzrYmBML1fHZwwwrcN8kQ?view_as=subscriber

VET4JOB Instagram Account: www.instagram.com/imepvet4job/

VET4JOB Linkedin Account: www.linkedin.com/company/imep-vet4job/

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APPRENTICE TRAINEES MEET FOR SOLIDARITY

Within the scope of the “Programme for Facilitating Access to Employment of the Syrian and Host Communities by Providing High-Quality Apprenticeship and Vocational Training in Türkiye”, the first of the Apprentice Trainees Vocational Skills Solidarity Activities has been launched with a comprehensive training study.

With the financial support of the European Union and in cooperation with the General Directorate of Vocational and Technical Training of the Ministry of National Education (MED MTEGM) and the Confederation of Turkish Tradesmen and Craftsmen (TESK), the Vocational Training Programme for Employment (VET4JOB) executed by Expertise France and EDUSER, the first of the Apprentice Trainees Vocational Skills Solidarity Activities within the scope of VET4JOB started with a comprehensive training held in Ankara, Kizılcahamam on 5-7 October.

VET4JOB, which is one of the most comprehensive programmes contributing to the vocational training of non-trained Turkish and Syrian youngsters in line with the needs of the labor market through apprenticeship training, has been continuing since 1 January 2020.

Apprentice Trainees Vocational Skills Solidarity Activities aim to guide apprentice trainees to carry out small-scale social improvement activities in solidarity, guided by their trainers and master trainers. While performing their studies, it is aimed that trainees establish permanent ties with the society and sustainability with the approach of learning together, creating social benefits, producing and sharing.

Apprentice trainees, trainers and master trainers who met in Kizilcahamam on 5-7 October for this goal received training on teamwork, sustainability, design-oriented thinking, planning and evaluation of project processes, social benefit and impact and social entrepreneurship. After the training, the trainees, guided by the trainers and master trainers, will realize their projects in a three-month period with the support of their teams and the community members that they are involved in.

Apprentice Trainees Vocational Skills Solidarity activities will be carried out 3 times to cover all the schools within the scope of Vocational Training Programme for Employment (VET4JOB). In the first group in October, schools in Ankara, Izmir, Kayseri and Konya; in the second group in December, schools in Adana, Hatay, Gaziantep, Kahramanmaras and Mersin; and in the last group to take place in May 2023, schools in Bursa, Istanbul and Kocaeli will participate. Sustainability-oriented projects that trainees will design and realize in cooperation will be shared with the public through a digital exhibition to be prepared.

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Apprenticeship Student Statement

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Apprenticeship Student Statement

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Apprenticeship Training Brochure

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Apprenticeship Training Quadrilateral Cooperation Poster

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Apprenticeship Training Video Through the Eyes of Actors Part 1

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Apprenticeship Training Video Through the Eyes of Actors Part 2

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Apprenticeship Training Video Through the Eyes of Actors Part 3

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Awareness Meeting on Combating Child Labour in Izmir

A “My Apprentice Students on their Way to Mastership” Awareness-Raising Meeting was held in Izmir on September 26th. The meeting was one of the activities on the struggle against child labour being conducted under the Vocational Training for Employment Programme (İMEP/VET4JOB), which is supported by the European Union. The meeting was organised in cooperation with the Izmir Provincial Directorate of National Education and the Izmir Union of Chambers of Tradesmen and Craftsmen (İESOB).

The meeting opened with an address by İESOB Deputy President Ali Üstün. An expert on the subject informed members of the Izmir Union of Chambers of Tradesmen and Craftsmen about the negative effects of child labour. Leader students from the schools taking part in İMEP were able to make their voices heard to school administrators and the owners of the workplaces where they receive practical training. In their presentation, the leader students stated that they were aware of their rights and responsibilities as apprentice students on the path to mastership. They underlined that they benefited from the knowlege and experience of their teachers and master trainers, and said that they were enriched by individual and cultural differences. Conscious of the training they receive, the apprentice students said, “We too can be counted on for a more developed society”.

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Aydın Manşet

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Aytekin Kılınç_İMEP Inspiring Stories

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B. BASIC CONCEPTS OF CHILD LABOUR

Although they are forced to be worked in various job areas, not all work performed by children is child labour. Whether a job could be considered as child labour or not depends on various criteria such as the age of the child, the work environment and conditions, the type of work performed, the working hours, and its effect on the education of the child as well as the policies and legal regulations set by countries in this field. The figure below summarizes the work children do:

When talking about child and youth labour, the concepts of “children’s participation in work”, “child labour”, “the worst form of child labour” and “young worker” are being frequently used. These concepts are respectively explained below.

Children’s Participation in Work

Children’s participation in work covers the work that provides children with skills and experience, contributes to children’s development and to the welfare of their families, and allows them to be protected and looked after while working. Some work is not considered as child labour due to their structure, nature, and special conditions. For instance, children’s participation in work which:

• Presents no to their development, health, or security,
  • Does not interfere with their schooling,
  • Does not interfere with their vocational training or attendance to a training programme approved by the competent authorities and prevent them from benefiting such activities is not considered as child labour.

According to the International Labour Organization, activities such as helping out parents around the household, assisting in a family business or earning pocket money outside school hours and during school holidays can be considered useful and even necessary, as they will improve children’s practical knowledge and skills.

Child Labour

Many children and young people around the world work under unsuitable conditions in jobs that are harmful to their health, violate their safety, interferes with their education, and take long hours. The International Labour Organization (ILO) considers this type of work as a major violation of children’s rights. Child labour is the act of employing children in jobs that prevent them from exercising their rights, primarily their right to education, and harm their health as well as their physical and psycho-social development.

Article 71 of the Labour Law No. 4857 stipulates the following:

• It is forbidden to employ children who have not completed the age of 15.
• However, children who have completed the age of 14 as well as compulsory primary education may be employed in light jobs that will not hinder their physical, mental, social and moral development nor interfere with their schooling if they are attending a school.
• Children who have not completed the age of 14 may be employed in artistic, cultural and advertising activities that will not hinder their physical, mental, social and moral development nor interfere with their schooling if they are attending a school, provided that a written contract is made and a separate permission is obtained for each activity.

The Worst Forms of Child Labour

In 1999, the International Labour Organization (ILO) drafted and adopted the Convention No. 182 “Concerning the Prohibition and Immediate Action for the Elimination of the Worst Forms of Child Labour” and the related Recommendation No. 190. The convention has been ratified by all 187 member states of the ILO. Countries that have ratified Convention No. 182 must take urgent and effective measures to address as an urgent issue, prohibit and end the worst forms of child labour. For the purposes of this Convention, the term “child” applies to anyone under the age of 18.

For the purposes of this Convention, the term “worst forms of child labour” covers the following:

• all forms of slavery or practices similar to slavery, such as the sale and trafficking of children, debt bondage and serfdom and forced or compulsory labour, including forced or compulsory recruitment of children for use in armed conflict;
• the use, procuring or offering of a child for prostitution, for the production of pornography or for pornographic performances;
• the use, procuring or offering of a child for illicit activities, in particular for the production and trafficking of drugs as defined in the relevant international treaties;
• work which, by its nature or the circumstances in which it is carried out, is likely to harm the health, safety or morals of children.

Turkey ratified the ILO Convention No. 182 on August 2, 2001 and revised its national legislation in line with the provisions of the Convention. The worst forms of child labour which, by its nature or the circumstances in which it is carried out, is likely to harm the health, safety or morals of children in Turkey are as follows:

• Street working
• Working in heavy and dangerous jobs in small and medium-sized businesses
• Working in mobile and temporary agricultural work for wages, except family work in agriculture

Regulation on the Procedures and Principles of Employing Child and Young Workers

Pursuant to Article 71 of the Labour Law No. 4857, the “Regulation on the Procedures and Principles of Employing Young Workers”, which covers the limitations regarding the exposure of those under 18 year olds to dangers and their working conditions, is prepared. The purpose of this Regulation is to determine the principles of working methods for child and young workers without damaging their health and safety, their physical, mental, moral and social developments or their education, and to prevent their abuse for economic purposes. This Regulation specifies basic information on working ages, working conditions, working periods, annual leaves and weekly holidays of child and young workers. For the purposes of this Regulation,

• A young worker is a person who has completed the age of 15 but has not completed the age of 18,
• A child worker is a person who has completed the age of 14, has not completed the age of 15 and has completed primary education.

This Regulation covers the principles and procedures on:

• Jobs that are prohibited in terms of child and young workers who have not completed the age of 18,
• Jobs in which young workers who have completed the age of 15 but have not completed the age of 18 are allowed to work,
• Light jobs in which children who have completed the age of 14 as well as primary education can be employed, as well as the working conditions related thereto.

Article 5 of the Regulation states that the safety, health, physical, mental, moral, and psycho-social development as well as personal predisposition and abilities of child and young workers should be taken into consideration during their recruitment and employment.

Preventing Child Labour

The concept of prevention can be defined as the set of actions taken to prevent an event from occurring. It is also defined as an activity carried out to stop and prevent a present or potential danger. Preventing child labour before children start working or before the problem arises at all is the first critical step in combating child labour.

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Baba Haber

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Banner – Arabic

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Banner – Turkish

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Başkent

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BEAUTY AND HAIR CARE SERVICE

Beauty and Hair Care Services (I)In this major, which has been developed in line with the expectations of the sector, education is provided in the branches of Skin Care and Makeup, Men’s Hairdresser and Women’s Hairdresser.Beauty and Hair Care Services (II)In this program, students are given basic knowledge, skills and competencies such as introduction to the profession, cosmetics, basic anatomy and physiology, hand-foot care, diction, as well as branch-specific skills

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Birebir Haber

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Bursa Leg of VET4JOB Capacity Building Training Courses Have Completed

Within the scope of Improving the Employment Prospects for the Syrian Refugees and Host Communities by High-quality VET and Apprenticeship in Turkey (VET4JOB) Programme, capacity building activities for general knowledge teachers in programme partner institutions took place in Bursa on 31 August-2 September. VET4JOB, which is funded by the European Union and carried out in cooperation with the Ministry of National Education Directorate General of Vocational Education and Training and TESK, through implementation partnership of Expertise France and EDUSER, aims to strengthen the service provision capacity of the programme partner VET institutions via the training activities organized. In the scope of the training course, expert trainers explained topics such as “apprenticeship training and its implementation principles, the business world and apprenticeship training, strengthening social cohesion, social inclusion in education, teenager psychology and Generation Z, distance learning, intercultural dialogue and planning activities to enhance social cohesion”. At the end of the training, participation certificates were presented to the teachers who attended the course. With this final training, the capacity building training courses for institutions in Istanbul, Kocaeli and Bursa have been completed. Training courses for the staff of VET institutions in Ankara, Kahramanmaraş, Kayseri, Konya and İzmir will be carried out in İzmir, in September.

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BURSA SANCAK

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Bursa Sehit Jandarma Komando Er Bahri Avci Vocational Training Centre

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Business Start-up Competition Annocument

Click To Apply

A Business Ideas Competition is being organised for apprentice students in the 36 institutions in 12 provinces included in İMEP (VET4JOB) in order to develop their innovative business ideas.

Students of the vocational training centres included in İMEP who form teams within their institutions and enter the competition will be able to win gift tokens. Twelve teams will be selected for the final event which will take place on February 29th 2024. You too can set up your team to take part in the business ideas competition. Apply straight away and grab the chance to win the big prize!

What are the Business Idea Themes?

· The Circular Economy

· Carbon Emissions

· Climate

· Productivity

· Environment

· Energy Consumption

· Gender Equality

· Disadvantaged Groups

· Access

· Reducing Inequality

· Social Adaptation

Terms and Conditions for Applications

· Only teams made up of apprentice students of the 36 pilot institutions in 12 provinces included in İMEP may apply to enter the competition. The competition is not open to individual applications.

· The teams must consist of three apprentice students and one responsible teacher. Applications from teams not composed in this manner will be considered invalid.

· More than one team may take part from each pilot institution.

· One teacher may be responsible for more than one team. Each apprentice student may be included in one team only.

· The teams must include at least one Turkish and one Syrian apprentice student and at least one female apprentice student.

· The mixed teams are expected to develop business ideas related to the themes listed above for the development of innovative methods, skills, techniques or instruments.

· The teams’ business ideas will be evaluated in line with the criteria given below.

· All the information requested on the online application form must be filled in fully and accurately.

· The final date for applications is January 4th 2024.

Business Ideas Competition Prizes

It is planned to present the students in the top three teams with prizes that include technology-based products.

KEY DATES

December 4th 2023 – January 4th 2024: Announcement of the business ideas competition and receipt of applications

January 5th-15th 2024: Prequalification process

January 16th-19th 2024: Announcement of the names of the teams selected to take part in the final event

February 27th, 28th and 29th 2024: Final event

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C. BASIC CONCEPTS OF VOCATIONAL TRAINING FOR ADULTS

Adult Training

Adult training (non-formal training) in Turkey covers any learning activity that individuals who are currently at any stage of formal education or left or completed such stage attend to improve their personal, social and employment-related knowledge, skills and competencies within the scope of the lifelong learning understanding.

The institutions operating under the General Directorate of Lifelong Learning regarding adult training, which is regarded as part of Lifelong Learning, are as follows:

• Public education centres
• Technical institutes for girls
• Open education schools

The main services offered at these institutions include the following:

• Curricular and extracurricular activities
• Processes related to documentation, equivalence, and recognition of previous learnings
• Vocational training activities in businesses
• Vocational and technical training activities in raising a qualified workforce
• Organising, participating in and representing in all kinds of contests, fairs, exhibitions, symposiums, panels, projects, cooperation documents, artistic, social, cultural and similar activities as well as drafting publications
• Education services at open education schools
• Distance learning activities

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ÇAĞDAŞ

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Can a person transfer to a vocational training centre while studying at high school?

Transfers can be made to vocational training centres from all kinds of high schools or schools of equivalent level. Students wishing to transfer may make their applications in accordance with the provisions of the Regulation on Secondary Education Institutions. Detailed information about transfer procedures can obtained from the management of the school at which the student is currently registered.

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Can a student’s family benefit from the student’s insurance?

Only the apprentice students themselves can benefit from the professional disease and work accident insurance provided for them. Other members of the students’ families cannot benefit from this insurance.

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Can adults who are primary school graduates register for apprenticeship training?

Adults who have only graduated from primary school may not register for apprenticeship training. They can register for apprenticeship training after completing lower secondary school (middle school) through ‘open’ middle school.

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Can employees of an enterprise register for apprenticeship training?

Enterprise employees can register with vocational training centres provided they are at least secondary (middle) school graduates.

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Can the remuneration paid to apprentice students be accounted for as operating costs?

Remunerations paid to apprentice students are exempt from all kinds of tax. In addition, the remunerations paid to apprentice students are included in payrolls and treated as personnel expenses of the enterprise in the same way as the salaries paid to other employees.

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Capacity Building Training Courses Continue for VET Institutions in Hatay

Within the scope of Improving the employment prospects for the Syrian refugees and host communities by high-quality VET and apprenticeship in Turkey (VET4JOB) Programme, capacity building activities for general knowledge teachers in programme partner institutions took place in Hatay on 12-14 October 2021. VET4JOB, which is funded by the European Union and carried out in cooperation with the Ministry of National Education Directorate General of Vocational Education and Training and TESK, through implementation partnership of Expertise France and EDUSER, aims to strengthen the service provision capacity of the programme partner VET institutions via the training activities organized. In the scope of the training course, expert trainers explained topics such as “apprenticeship training and its implementation principles, the business world and apprenticeship training, strengthening social cohesion, social inclusion in education, teenager psychology and Generation Z, distance learning, intercultural dialogue and planning activities to enhance social cohesion”. At the end of the training, participation certificates were presented to the teachers who attended the course.

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Capacity Building Training Courses for VET4JOB Partner VET Institutions Started

VET4JOB, which is carried out in cooperation with the Ministry of National Education Directorate General of Vocational Education and Training and TESK, through implementation partnership of Expertise France and EDUSER, held training courses as per training needs analyses conducted for administrators and teachers in 36 VET institutions across 12 provinces, as a part of its capacity building activities. In this context, the first implementation of the developed training course took place in Bursa on 17-19 August 2021, with the participation of coordinator teachers from Istanbul, Bursa and Kocaeli. Designed to contribute to the service provision skills of administrators and educational personnel at VET institutions, the training course was delivered by expert trainers in areas such as “new developments in apprenticeship training, developments in the apprentice legislation, family cooperation in apprentice training, preparing presentations and presentation methods, teenager psychology and Generation Z, strengthening social cohesion, social inclusion in education, distance learning/ICT, innovative equipment use in apprenticeship training, introduction and use of the VET Student Profile in Workplaces, methods for reaching and persuading the target group, and individual meeting methods”. At the end of the training, participation certificates were presented to the coordinator teachers who attended the course.

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Capacity Building Training Courses Held in İzmir for Coordinator Teachers in VET Institutions

The training course for the second group of coordinator teachers in VET institutions that are VET4JOB partners, within the framework of VET4JOB capacity building activities supported by the European Union Facility for Refugees in Turkey (FRIT) fund, was held in İzmir on 7 – 9 September 2021. VET4JOB is carried out in cooperation with the Ministry of National Education Directorate General of Vocational Education and Training and TESK, through implementation partnership of Expertise France and EDUSER, in 36 vocational training institutions in 12 provinces. The programme aims to is to improve sustainable livelihoods and employment prospects for Syrians and host communities, by supporting their skills development through apprenticeship and VET in line with labour market needs. Attended by coordinator teachers working in Ankara, Istanbul, Kahramanmaraş, Kayseri and Konya, the training course was carried out by expert trainers in areas such as “developments in apprenticeship training, developments in the apprentice training regulation, family cooperation in apprentice training, preparing presentations and presentation methods, teenager psychology and Generation Z, strengthening social cohesion, social inclusion in education, distance learning/ICT, innovative equipment use in apprenticeship training, introduction and use of VET Student Portfolio in Workplaces, methods for reaching and persuading the target group and individual meeting methods”. At the end of the training, participation certificates were presented to the coordinator teachers who attended the course.

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Capacity Building Training Programme Has Organized for the Administrative Staff of VET4JOB Partner Vocational Training Institutions

Within the scope of the capacity building activities of the Vocational Training Programme for Employment (VET4JOB), a three-day training programme was organized in Bursa between 24th to 26th of August 2021 with the participation of the administrative staff of the partner training centres. The training programme has aimed to contribute to the service quality of the executive staff working in vocational training centres. Therefore, experts have addressed the following topics; “apprenticeship training and latest developments in legislation; cooperation with stakeholders and understanding the business world; cooperation with the families in apprenticeship training; E-MESEM programme; adolescent psychology and Z-generation; strengthening social cohesion, social inclusion in education; distance education/ICT; use of innovative equipment in apprenticeship training programmes; presentation preparation and presentation techniques; monitoring practical training in apprenticeship programmes, vocational training students’ “job file” in enterprises; outreach and persuasion methods to the target group; individual interview techniques”. At the end of the training, participants received their certificates.

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CERAMICS AND GLASS TECHNOLOGY

In order to educate qualified personnel for the ceramics and glass technology sector, education is provided in the branches of Plaster Model Mold, Tile-Making, Decorative Glass, Industrial Glass, Free Ceramic Forming, Glazed Decoration and Lathe Forming in our schools within the scope of this major where individuals are provided with knowledge, skills and competencies related to the stages from raw materials to design, pattern and production.

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CHEMICAL TECHNOLOGY

Education is provided in the branches of Paint Production and Control, Cement and Building Chemicals Production, Leather Processing, Paper Production and Cleaning, Cosmetics and Perfumery Products Production in our schools. In this context, students are provided with knowledge and skills in chemical processes and operations, which cover various sectors specific to the branches, in line with occupational health and safety measures.

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Communication Campaign Opening Event Wall Painting Workshop

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Component 1: Strengthening the resilience of Syrian refugees and host communities through apprenticeship and vocational education

The first component of VET4JOB aims host communities and Syrian youth and adults to develop vocational skills through apprenticeship and vocational education and become economically resilient.  Achievement of these goals will contribute to quality education of mid-level workforce needed in our country and support strengthening the fight against child labour and informal employment in our country.

In line with these objectives, within VET4JOB:

• Community based activities will be conducted through household and workplace visits and candidate apprentice students to be covered within the programme and the prospective beneficiaries for vocational training courses for adults will be identified,
• Training capacity of trainers of selected workplaces within VET4JOB where apprenticeship trainings to be carried out will be improved,
• Capacity development will be ensured for the trainers working in formal apprenticeship training institutions covered within VET4JOB (vocational training centres) and those working in institutions providing vocational training courses for adults,
• Training environment will be improved in vocational training centres covered within VET4JOB, institutions providing vocational training courses for adults and the workplaces,
• Training processes of apprentice students covered within VET4JOB and the adult beneficiaries to adult vocational training courses will be supported and thus contribute to training of qualified professionals who will further advance Türkiye’s production capacity and support will be provided to bring thus created qualified labour force under formal employment.

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Component 2: Enhancing child labour eradication efforts through improved apprenticeship education system

The second component of VET4JOB aims to enhance efforts towards eliminating child labour by ensuring widespread promotion of apprenticeship training system with developed support mechanisms.

Apprenticeship training is one of the formal education types available for young people to attend in order them to complete their compulsory education after secondary school. At the end of four years of apprenticeship training, students also complete their 12 years of compulsory education. Students continue this programme

• receive theoretical education in vocational training centres one or two days a week,
• receive applied training at the workplaces four or five days a week. 

The apprentice is not an employee but a student. Apprentice students are under the state supervision and protection. They are entitled to benefit all rights granted to students.

In this context, VET4JOB will contribute to the efforts to fight against child labour by promoting apprenticeship training and developing its operational capacity, by referring children who cannot continue their education despite being in compulsory education age and are obliged to work towards formal apprenticeship training. In this way, VET4JOB ensures that they continue their education under state protection and helps them to prepare for formal employment.

In line with these objectives, within VET4JOB:

• Working groups will be set up for provincial employment boards, workplace inspection and guidance groups and examination committees as the staple components of apprenticeship training and combatting child labour, and training will be provided for the members of these structures and support mechanisms will be established,
• National awareness raising campaign against child labour will be launched to contribute to the activities carried out in Turkey for combatting child labour; and in this campaign, negative impacts of child labour on the child and the society will be highlighted while emphasizing the benefits of apprenticeship training and its contribution to combatting child labour.

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Component 3: Fostering social and economic cohesion between host communities and of Syrian refugees

The objective in the third component of VET4JOB is to support social and economic cohesion between the host communities and Syrians.

To achieve the objectives on social cohesion within VET4JOB:

• Dialogue and exchange-based activities will be realised to foster social cohesion in education environments,
• Participatory apprenticeship forums will be organized where apprentice students can discuss their needs, expectations and problems, thereby, individual and social empowerment of children and young people will be empowered,
• Vocational skills contests and business start-up contest will be organized where mixed apprentice student teams will showcase their vocational skills,
• In order to contribute to Syrian young people’s psychological and social development, capacity development activities for school counsellors/psychological counsellors working in vocational training centres will be provided.

To achieve the objectives on economic cohesion, within VET4JOB:

• Among the adult beneficiaries of the programme, individuals with vocational skills will be introduced to “Recognition of Prior Learning” system, and support will be provided for their preparation to the relevant institutions’ examinations,
• Career guidance, job seeking coaching, business start-up counselling services will be provided, and beneficiaries will be referred to various training and support programmes,
• İŞKUR registration will be ensured for individuals with recognized vocational certificates,
• Syrians with recognized vocational certificates will be supported for obtaining work permits.

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CONSTRUCTION TECHNOLOGY

In this major where the necessary competencies are provided in infrastructure and superstructure construction applications: Education is provided in the branches of Wood Structure, Roof, Building Wall and Plaster and Reinforced Concrete Formwork and Reinforcement Systems; Steel Structure Technical Drawing, Indeer Technical Drawing, Architectural Structure Technical Drawing and Static Structure Technical Drawing; Architectural Restoration, Concrete-Cement and Floor Technology, Facade Systems and PVC Joinery, Building Decoration, Building Insulation and Building Surface Coating.

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Covid-19 Research Summary-16.12.2020

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CRAFTSMANSHIP TECHNOLOGY

In this major, where the competencies required to harmonize the products reflecting the cultural characteristics of the society with modern life in line with the needs of the sector in line with scientific and technological developments and to produce new products with creative designs are provided, education is given in the branches of Decorative Home Textiles, Decorative Crafts, Hand Weaving, Hand and Machine Embroidery, Carpet Decorating and Industrial Embroidery.

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Çukurova

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Demokrat Kocaeli

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Derince Ekspres

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Do apprentice students count as employees?

Why/why not? Apprentices registered with vocational training institutions are students, not employees. According to Article 11 of Law No. 3308 on Vocational Training, apprentices are not included in the number of employees because of their status as students.

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Do those who participate in VET4JOB activities have to pay a fee?

All VET4JOB activities are free-of-charge. No attention should therefore be paid to persons who introduce themselves as VET4JOB officials and demand money as an application fee for VET4JOB services.

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Do those who register for apprenticeship training have to pay a fee of any kind?

Apprenticeship training is a form of free-of-charge formal education supported by the state. Those who take part in this training do not have to pay a fee of any kind either to the vocational training centres or to the workplaces.

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Does VET4JOB accept applications to register for apprenticeship training?

Registrations for apprenticeship training are not carried out by VET4JOB. Applications and registrations for apprenticeship training are accepted by vocational training centres. VET4JOB undertakes a range of activities that support the capacities of 36 vocational training institutions in 12 provinces to provide services for apprenticeship training. The list of partner institutions supported by VET4JOB can be accessed via http://imep.org/programortagi/ .

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Dünya

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Dünya

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Ege Telgraf

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Ege Telgraf

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Ege Telgraf

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Ege Telgraf

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Ege’de Yenigün

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ELECTRICAL AND ELECTRONICS TECHNOLOGY

In line with the developments in industrialization, students are provided with knowledge, skills and competencies such as electrical circuit calculations and measurement applications. Education is provided in the branches of Elevator Systems, Coiling, Office Machinery Technical Service, Electrical Installations and Panel Mounting, Electrical Appliances Technical Service, Industrial Maintenance, Repair, Video and Audio Systems, Security Systems, Communication Systems, High Voltage Systems.

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Enrolments Open for Vocational Training Centres

To receive more information on apprenticeship training and enrolment conditions, young people between 14- 17 age groups should visit the vocational training centre in the province and/or district of their residence.

To access contact information of the nearest vocational training centre in your location, please visit https://meslegimhayatim.meb.gov.tr/egitim/mesleki-egitim. By choosing your province and district using the menu at the bottom of this linked page, you can access to the contact information for the vocational training centre closest to your location.

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Enterprise Brochure – Turkish

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Enterprise Statement (For Enterprises)

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Enterprise Statement (For Schools)

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Enterprises that train apprentice students and eligible to train apprentice students

SMEs and enterprises are vital in sustaining the economic existence of the nations, creating qualified professions, training qualified workforce, conveying the professions to future generations, and survival of the sectors. Besides, SMEs and tradesmen and craftsmen enterprises are one of the most important actors of apprenticeship training. Because, apprentice students spend a significant amount of their education time in the enterprises to obtain practical training while attaining their theoretical training in the vocational training centres. During this time, apprentice students learn a profession under the supervision of master trainers, and if they succeed, they obtain “Journeymanship Certificate” at the end of 11th grade, and “Mastership Certificate” at the end of 12th grade. This way, while the sectors sustain their existence through qualified professionals, Türkiye attains human resources to enhance its competitiveness. Therefore, SMEs and enterprises constitute one of VET4JOB”s target groups.

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Esenler-Vocational-Training-Centre

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Esenyurt Vocational Training Centre

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Esenyurt Vocational Training Centre

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Family Brochure – Arabic

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Family Brochure – Arabic

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Family Brochures – Turkish

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FASHION DESIGN TECHNOLOGIES

Individuals who have a great capacity in the international market and can make research-oriented, creative, original designs to the ever-changing fashion sector and can contribute to the fashion brand creation process are educated and professional competencies related to mold and stitching are provided. In our schools, education is provided in the branches of Leather Clothing, Men’s Tailoring, Ready-to-Wear Model Machine Operation, Underwear Modeling, Women’s Tailoring, Cutting and Modeling.

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Fatma Aslıhan Tunçer_İMEP Inspiring Stories

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FOOD AND DRINK SERVICES

Education is provided in the branches of Cooking, Cake and Dessert Making, Service, Bakery, Canteen Management and Butchery within the scope of this major. In this program, the students are provided with basic knowledge, skills and competencies related to nutrition principles including occupational health and safety, hygiene, basic food production and service preparations, as well as branch-specific skills.

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FOOD TECHNOLOGY

It is aimed to train personnel who make production in accordance with the needs of the sector and the food legislation, interpret the results according to the legislation by making quality control analyzes, and apply scientific and technological developments to their profession. Education is provided in the branches of Confectionery and Chocolate Production, Vegetable Oil Production, Tea Processing, Industrial Meat Processing, Cereals Processing, Vegetable and Fruit Processing, Aquaculture Processing, Milk Processing and Olive Processing.

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FOOTWEAR AND LEATHERCRAFT TECHNOLOGY

Within the scope of this major where education is provided in Footwear Modeling, Footwear Production, Leathercraft Production and Leathercraft Modeling, it is aimed to provide competencies for Footwear, Leathercraft Modeling and Production applications in order to raise individuals who have developed hand skills in line with industry expectations, and who can take responsibility, and who have a team spirit, and who comply with occupational health and safety rules.

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Forum Proceedings

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FURNITURE AND INTERIOR DESIGN

Skills in planning and computer drawing indoor layouts, manufacturing indoor and furniture elements, carving, turning and inlaying from furniture decorations, making furniture frames and upholstery, woodworking production are provided. Education is provided in the branches of Wood Chopping Technology, Interior and Furniture Technology, Furniture Frames and Upholstery, Furniture Decoration Arts and Car Upholstery.

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Gazete Ulus

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Gaziantep Ekspress

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Gaziantep Güncel

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Gaziantep Oluşum

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Gaziantep Pusula

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Gaziantep Şahinbey Belediyesi MEM

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Gaziantep Sahinbey Belediyesi Vocational Training Centre

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Gaziantep Sahinbey Belediyesi Vocational Training Centre

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Gaziantep Sehitkamil Vocational Training Centre

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Gaziantep Yardım Vakfı MEM

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Gaziantep Zafer

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Gebze Gazetesi

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Gebze Vocational Training Centre

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Gebze Yenigün

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Gebze Yenigün 2

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GENÇ GAZETE

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GENÇ GAZETE

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Genç Gazete

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Genze Hür Ses

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Gerçek Haber

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Göl Haber

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Gölcük Haber

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Gölcük Postası

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Gözlem

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GRAPHICS AND PHOTOGRAPHY

Within the scope of this major, education is provided in the branches of Photography, Graphics and Animation in order to provide the ability to prepare designs within artistic criteria by hand and computer in order to deliver a message to a certain target audience through visual means in line with the needs of the sector and technological developments, and to make the photos ready for printing by taking photos of the product/theme.

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Güçlü Anadolu

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Güçlü Anadolu

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Güçlü Anadolu

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Güçlü Anadolu

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GÜÇLÜ ANADOLU

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GÜÇLÜ ANADOLU

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