WELCOME TO TURKEY Hogeldiniz Willkommen Bienvenue Bem-vindo
Bine ai venit Benvenuti Powitanie
Slide 2
Sevgili Avrupal dostlarm, lkemize ve okulumuza ho geldiniz.
Sizleri okulumuzda grmekten sonsuz mutluluk duyuyoruz. Yaklak bir
sene nce tantk ve byk bir gayretle projemiz iin almaya baladk.
Baarl ibirliimiz sayesinde projemizin btn ulusal ajanslar tarafndan
kabul edilmesi bunun kantdr. Tm ortak lke okullarn bugn burada
grmekten mutlu olduumuzu ayrca dile getirmek istiyorum. ki yl
sresince birlikte ok iyi projelere imza atacamza ve projemiz
bittikten sonra da dostluumuzun ve iletiimizin devam edeceine tm
kalbimle inanyorum. Ve imdi okul mdrmz Sayn Ali Kartal konumasn
yapmas iin krsye davet etmek istiyorum.
Slide 3
School Headmaster AL KARTAL Dear European Colleagues Welcome to
our country and to our school ! We are very happy and proud of
having the first meeting of our project which will last for 2 years
and hosting you here in our city. I expect our partnership will be
a great contribution to our institutions and students both
professionally and culturally.
Slide 4
During your visit in our city, I hope you will enjoy and have a
good time, and leave Turkey with good feelings. Also I believe that
you will contribute to intercultural friendship and peace by
sharing Istanbul memories with your your families, students and
colleagues. Thank you all and I wish you a good meeting.
Slide 5
OUR SCHOOL Pendik Trade Vocational High School & Anatolian
Trade Vocational High School
Slide 6
Our school opened in 1999 in Pendik and includes two schools:
Trade Vocational High School and Anatolian Trade Vocational High
school which has more English lessons. The school headmaster is Ali
KARTAL. There are 1300 students and 70 teachers in our school and
the branches are Accountancy and Finance, Information Technology,
Office Management, and Marketing. Up to now 2674 students graduated
from school and started to work in different sectors.
Slide 7
In Turkey, the high school education lasts for four years after
primary school. Students come to the trade vocational high schools
according to their graduation scores, and to the Anatolian trade
vocational high schools according to their exam results. During the
high school education, common subjects are taught in the first year
and then students start to study their branch subjects in the
second year. The theoric part of the subjects such as pre-
accountancy, accountancy, finance, and tax system are taught during
the education process and in the 4th year, students do their
trainings in the institutions three days a week. This year 297
students are doing their trainings in 246 public and private
institutions. Our aim is to have students who are ready to the
world of work as qualified accountants Accountancy Education in Our
School
Slide 8
Turkey has been trying to improve the vocational education
system to raise the quality of labour force and the employing
facilities in every field of economics for a long time. This
struggle becomes more meaningful in terms of Turkeys
competitiveness among the leading economies in the world and the
process of becoming a member of the European Union. Our country
will bring a new understanding to the vocational education system
which trains skilled staff members for this field which is very
important for its economy. The Accountancy and Finance program has
been designed with the aim of giving the national and international
capabilities to the staff members in accordance with the principles
of lifelong learning. THE PRESENT CIRCUMSTANCES AND THE FUTURE OF
THE FIELD
Slide 9
Computerized Accounting Foreign Trade Office Services Finance
and Stock Exchange Services Accountancy, Finance and Stock Exchange
Services are indispensable parts of all sectors. This occupation is
changing and developing in parallel with the technological advances
in the same speed. Accountancy and Financing services are carried
out on computer. This development brings out a need for staff
members who can keep step with the rapid changes in their
occupation field. OCCUPATIONS IN THE FIELD
Slide 10
COMPUTERIZED ACCOUNTING STAFF A computerzed accountant is a
skilled person who creates the account plan system, transmits the
information and the documents which constitutes the declaration,
uses the computer organizing the declarations, records the books in
accordance with the regulation, follows the credit and current
account state of the firm, writes the reports and the
correspondences which provide the coordination,and has information
about the procedure of Social Security Institution
Slide 11
Their duties are To create the account plan system, To transmit
the information and documents which constitutes the declarations.
To order the declarations, To use computer, To record the books, To
follow the credit and current account state of the firm To maintain
the coordination To write the correspondences and the reports, To
arrange the information about the Social Security Institution and
the Employment Institution.
Slide 12
FOREIGN TRADE OFFICE STAFF A foreign trade office staff is the
one who receives orders at a company which has import and export
operations, prepares the order forms and pro forma invoices,
informs the orders to the production-planning department and
follows the process of transportation of the products, customs
procedure and collects the value of the products.
Slide 13
Their duties are: To make working plans and organizations, To
fill out the required forms about the orders, To provide the
coordination with the production- planning department, To prepare
the related importation and exportation documents, To provide the
communication between the transportation firm and the customs
broker, To communicate with the related departments and the
customer after the import/export process, To control the current
accounts of the customers and dispatchings and to write the
reports.
Slide 14
Accounting services are generally carried out in offices. There
isnt a serious risk in terms of workers health and safety. As the
reports and declarations used in accountancy are daily, time is
important while carrying out the taxes and charges. It is important
to carry out the duties on time. The incomes of the profession
members are determined by Chamber of Certified Public Accountants.
The incomes of the other groups vary according to the workplaces.
WORKING ENVIRONMENT AND CONDITIONS
Slide 15
PLACEMENT OPPORTUNITIES The profession members can work at
accountancy and financial advisor offices, in the related
departments of foreign trade and finance institutions and
accountancy services of commercial companies. They can also work at
the departments related to financial affairs of every kind of
institutions. This profession has a wide workspace. In our country,
accountancy is a profession which is arranged by law. The students
who graduate from anatolian vocational trade high school and
vocational trade high school can gain these titles on the condition
that they fulfill these conditions.
Slide 16
EDUCATION OPPORTUNITIES Vocational education is carried out
with the diploma programs of vocational high schools in the fields
of accountancy and finance, vocational education centers and
various education institutions. After high school, the ones who
passes the university entrance exam can go on their bachelors
degree or go on their education at the related departments of
academies. The ones who graduate from vocational academies can go
on licence education with the passing exam. During the training
period, they work in the offices of independent accountants,
certified public accountants, or sworn in certified public
accountants at least with the minimum salary and health
insurance.
Slide 17
Other education centers Vocational education centers are the
institutions which have been opened with the aim of training the
candidate apprentice, apprentice, headworkers and craftsmen in the
cities where apprentice education is carried and in different jobs
and opening various vocational courses. In vocational education
centers, accountancy and finance education is carried out. Graduate
and undergraduate tranfers will be possible as a paralellism is
provided between modular programs and high schools. Public
education centers educate the people at every age and level with
common education programs which can be applied everywhere and
everytime in lifelong learning perspective.
Slide 18
CAREER OPPORTUNITIES They can start their carreer in
accountancy and financial advisor offices, in the related
departments of foreign trade and finance institutions and
accountancy services of commercial companies after taking their
adequacy certificate and completing their training period during
their education.
Slide 19
THE LEVELS OF PROFESSION In legal form and by the law, the
accounting profession in Turkey was established at three levels
(types): Independent/Free Accountant, Certified Public Accountant,
Sworn in Certified Public Accountant.
Slide 20
INDEPENDENT ACCOUNTANT This is the lower level, which is called
the independent accountant. They could not undertake consultancy or
financial audit assignments. They can do book keeping, preparing
financial statements, preparing tax statements of the firms.It can
be argued that it is similar to the accounting technician existing
in New Zealand and Britain or general accountant in Canada.
Slide 21
People who graduate from colleges where four-year university
education is delivered in the fields of law, economics, finance,
business, accounting, banking, public management, and political
sciences can enter to this level of accountancy. They should gain
two-year practical experience, and should pass examination of
professional assessment. People who graduated from junior colleges
where two-year university education is delivered in the same fields
can also enter, however, four-year practical experience is needed
besides exam. The door also is open for vocational high school
graduates to enter this level, but six-year practical experience is
needed besides exam.
Slide 22
CERTIFIED PUBLIC ACCOUNTANT The second one is the middle level
of the Turkish accountancy, which is called the certified public
accountant.They mainly have the authority to audit financial
statements, and to approve tax statements. Only graduates from
colleges where four-year university education is delivered in the
fields of law, economics, finance, business, accounting, banking,
public management, and political sciences can enter to this level
of the Turkish accountancy. They should gain two-year practical
experience, and should pass qualifying examination as professional
assessment.
Slide 23
SWORN IN CERTIFIED PUBLIC ACCOUNTANT The third one is the top
level which is called the sworn-in certified public accountant.
Having the same authority as the state auditors have in order to
audit the tax refund statements etc., they are seniors of the
accounting profession in Turkey. Ten-year experience in practice
for public interest is needed and a heavy qualifying exam should be
taken by certified public accountants to be licensed as sworn in
certified public accountant.
Slide 24
QUESTIONNAIRE In the questionaire, students in 12th grade were
chosen and we tried to analyze their satisfaction and the factors.
Students were asked 40 questions which were grouped in 3
categories. These categories: Their satisfaction with the school
education Their satisfaction with the training institution Their
self- efficacy
Slide 25
1- Analyze of the students satisfaction with school education
In order to determine the students satisfaction with the school
education 13 questions were asked. These questions were about:
Qualification of the school in terms of vocational education
Qualification of the teachers in terms of vocational knowledge
Adequacy of the education technologies Quality of the education and
course programmes
Slide 26
2- Analyze of the students satisfaction with the training
institution: In order to determine the students satisfaction with
the training institution 13 questions were asked. Qualification of
the institution in terms of their future career. Attitude of the
workers towards the trainers Adequacy of the training period, and
adequacy of the wages- transportation- lunch
Slide 27
3- Analyze of the students self efficacy In order to determine
the self efficacy of the 12th grade students 14 questions were
asked. These questions are about - their perceptions about
vocational education, - their future plans, - their decisions on
continuing their career with this profession.
Slide 28
EVALUATION OF THE QUESTIONNAIRE
Slide 29
A. Relation of the students choices about entering the trade
vocational high school, their success in the lessons and their
future plans. % 55 of the students indicated that they entered the
school in order to find a job easily after graduation. % 89 of
these students are successful in their lessons at school. %8 of the
students indicated that they had no choice rather than trade
vocational school. And % 34 of these students are successful in
their lessons at school. % 36 of these students who have no choice
rather than trade vocational school are planning to have a
different career.
Slide 30
B. Findings on studentss satisfaction with the school. %85 of
the students indicated that they are satisfied with the school
education. %70 of the students indicated that they use the school
laboratory for their vocational education. %39 of the students
indicated that the knowledge in the course books does not support
the practical life.
Slide 31
C. Findings on the students satisfaction with the training
institution. %80 of the students indicated that they are satisfied
with the training institution. D. Findings on the students self-
efficacy According to the results %75 of the students indicated
that they are pleased with their choices and preferences. And self
efficacy of the students who entered because of the job
opportunities, is higher that the self efficay of the students who
entered the school because they had no choice.
Slide 32
Result of the Questionnaire The commission of vocational
teachers, guidance counsellors with the contribution of the
chambers is to determine the content of the courses before the
application of the plans with theoretical knowledge. The commission
which is to prepare this organization has to take into account the
sectoral feature of the city or region. It is very important for
students to catch up with the changes, adapt themselves and prepare
for the work life in front of the developments in science and
technology.
Slide 33
The Questionnaire Questions 1. The course books consist of
sufficient knowledge about accountancy 2. The theoretical knowledge
in the coursebooks supports the practical life. 3. I think the
knowledge in the coursebook is actual. 4. The knowledge in the
coursebook is appropriate for our level. 5. The education at school
is sufficient for the training in the institution. 6. I can use the
school laboratory in order to improve my vocational education. 7.
The coordinator teacher is interested in my development. 8. I think
the teachers have sufficient professional knowledge. 9. I get
sufficient answers to the vocational questions from my teachers.
10. The teachers contributes to my vocational education
sufficiently. 11. The classes are crowded in terms of having an
efficient lesson. 12. Regulation of passing the class affects the
students positively. 13. Reward and discipline regulations affect
the students positively. 14. Doing my training in this institution
is very important for my future career. 15. I am pleased with the
behavior of the workers of the institution. 16. Doing my training
in this institution contribute my vocational education. 17. The
workers deal with my problems in the institution. 18. I would like
to continue working in this institution after my training. 19. The
number of days of training in a week is more than necessary. 20. I
would like to do my training in this institution again if I had a
chance to choose it.
Slide 34
21. The master trainer deals with me sufficiently. 22. The
institution apply a different programme for trainers 23. The
institution supplies lunch and transportation. 24. The institution
gives me the wages in time. 25. The institution gives me a low wage
according to my work. 26. I have some problems with my training
documents in the institution. 27. I feel insufficient in vocational
terms in the institution. 28. I will do lots of proud things in my
job in the future. 29. I would not choose this branch if I had an
another chance. 30. I do not like working in this branch. 31. I
dont feel sufficent in the duties of the institution. 32. I think
my professional background is sufficient. 33. I can easily learn
the new accountancy knowledge. 34. I can easily use my theoretical
knowledge in practice. 35. I believe I will use the vocational
knowledge in the future. 36. I can follow the actual knowledge
about my profession. 37. I entered the trade vocational high school
to find a job easily. 38. I entered the trade vocational high
school because I had no choice. 39. I would like to change my
profession after high school. 40. I am pleased with my future
profession.
Slide 35
What is the SVET Project? SVET is a five-year project resulting
from an agreement signed between the European Commission and the
Government of Turkey, and has a total budget of 58.2 M. The project
aims at strengthening Turkey 's VET system rather than imposing an
alien structure. Turkey 's international trade, its political
ambitions for joining the EU, and its promotion of domestic and
international investments give the project an urgent international
dimension. This also implies that Turkey has to use all its
economic resources, and also that a degree of decentralisation is
inevitable since much of its industrial and economic activities are
regionally based.
Slide 36
The project finds itself at the centre of a debate about the
relationship (actual and desired) between labour and education; of
another debate about central, provincial and local
responsibilities; and of a third debate about the likely career
path of VET graduates. The final outcome of the project should be a
strong VET system supported by a National Qualification System with
national and international credibility