TOG Youth Employment Research

8/6/2019 TOG Youth Employment Research

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YOUTH

EMPLOYMENT

ROUND TABLE MEETINGS

FINAL REPORT July 2011

Prepared by Derya Kılıçalp



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Contents

1-INTRODUCTION ............................................................................................................. 3

1.1 Objective of the study ......................................................................................................... 4

1.2 Activities............................................................................................................................. 4 1.3 Methodology ...................................................................................................................... 4

2- Institutional meetings ................................................................................................... 6

2.1 Institutional Interviews- Evaluation notes for institutional interviews ................................... 8

2.2 Youth Perception – A perspective for the needs and expectations of the youth...................... 8

2.3 Effects of social gender perception on the employment of the youth ..................................... 9

2.4 Institutional collaborations- Problems in data gathering and analysis ................................ 10

2.5 Supply and demand discrepancy in workforce market ........................................................ 10

3. Evaluation of institutional interviews in accordance with focus group meetings with the

youth .............................................................................................................................. 13

3.1 School and Branch Selection .............................................................................................. 13

3.2 Examination System .......................................................................................................... 14

3.3 Internship ......................................................................................................................... 15

3.4 Methods for job seearch and recruitment .......................................................................... 16

3.5 Effects of not looking at the employment problem as a "young individual" ......................... 17

4. Recommendations by young people ............................................................................ 18

5. Conclusion .................................................................................................................. 19

APPENDICES ................................................................................................................... 22

APPENDIX 1 INSTITUTIONAL INTERVIEWS ................................................................................ 22

APPENDIX 2: QUESTIONS ........................................................................................................ 46



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1-INTRODUCTION

There are numerous studies and projects on youth employment, carried out in collaboration

by public, private and NGO sectors. These institutions concede that problems concerning

youth employment cannot be addressed by disjointed efforts and hence collaborate in the

field.

Leaving out the lack of integration of efforts in these matters as the basic problem in youth

policies in Turkey, the most important issue requiring attention is the access of young people

to the mechanisms developed and supplied by the state.

With reference to Youth Employment Program1

by International Labor Organization and 9th

National Development Program2

there appears to be an urgent need for the mechanisms

that increase the employability of youth in Turkey.

On the other hand, there needs to be concrete and result oriented measures in order to

increase youth employment. These measures need to include both vocational training

programs that aim to equip young people with qualifications in line with market demands

and internship programs that prepare young people for business life. The crucial issue is

developing models through which young people can easily comprehend and express

themselves.

Consequently, existing and new mechanisms need to be redesigned in accordance with the

needs and demands of young people, and new tools and opportunities should be presented

for the youth, enabling them to utilize the information they acquired. Tools provided by

social media and internet constitute important opportunities in this context.

Accordingly, this study which arose from the need to analyze the current conditions of the

parties has been carried out through interviews with public institutions that work on youth

employment, and young people. The major headlines in our analysis include:

Opportunities and mechanisms offered by public institutions in Turkey

Access to services and its consequences

Problems faced by public institutions during service and determining the needs

accordingly

Determining the needs and demands of young people who are existing and potential

beneficiaries of these services.

1http://www.ilo.org/public/turkish/region/eurpro/ankara/areas/youth/2_08_nap_guide_tr.pdf 2 http://www.sp.gov.tr/documents/KP2007-2013.pdf

http://www.ilo.org/public/turkish/region/eurpro/ankara/areas/youth/2_08_nap_guide_tr.pdf



http://www.sp.gov.tr/documents/KP2007-2013.pdf







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1.1 Objective of the study

The objective of this study is to analyze the condition of public institutions and young people

in the employment phase by means of interviews and to propose a mapping study in order to

reform employment mechanisms into a youth friendlier pattern. The study has been carried

out by Community Volunteers Foundation (TOG) in partnership with World Bank and withthe support of Education Reform Initiative (ERI) and Koç Holding.

1.2 Activities

I – Youth Employment – Round Table Meetings, Focus Group Meetings with Youth

During May and June, 30 young people from different sections of vocational and technical

high schools have been interviewed 3 times in Istanbul (2) and Samsun (1). The interviews

focused on their education, employment processes and internships, their expectations from

the future and youth perception.

II- Youth Employment – Round Table Meetings, Meetings with institutions who present

employment opportunities

Interview component of the mapping study has been completed with a series of institutional

meetings carried out in June. Following institutions have been interviewed during these

series: General Directorate of Technical Education for Boys, General Directorate of Commerce

and Tourism Education, General Directorate of Apprenticeship and Mass Education, General

Directorate of Technical Education for Girls, KOSGEB, ISKUR, Ministry of Labor and Social

Security, State Planning Organization (Ministry of Development), International Labor

Organization (ILO), Ministry of EU Turkish National Agency.

1.3 Methodology

Focus Group Meetings;

Focus group meetings have been moderated by a moderator who asked various

thematic questions (Appendix 1) and received answers from the participants.

Focus group meetings have been carried out in isolated space attended only by

participants and the moderator.

There have been five focus group meetings.

Cumulative duration of focus group meetings were 264.44 minutes.

Meetings were conducted with 15 female and 15 male students between the ages of

15 and 19.



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Branch F M

Welding 1

Accounting 1 1

Foreign Trade 1

Drafting 2

Machinery Design 2

Child Development 4

Chemistry 3

Computer Programming 2

Construction 3

Computers 2

Climatization 1

Machinery Production 2

High School - High School for Girls 2

High School – Coed High School 1 2



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2- Institutional meetings

Authorized staff in youth employment related units were interviewed during pre-determined

appointments. All questions have been prepared and shared in advance with the

institutions. The questions can be found in the appendix.

Institution Authorized interviewee

General Directorate of Technical Education for Boys Yücel Yüksel –Head of Bureau

General Directorate of Commerce and Tourism Education Şahap Yılmaz – Head of Bureau

General Directorate of Apprenticeship and Mass Education Şevket Alp – Division Manager

General Directorate of Technical Education for Girls Hakkı Kapusuz - Head of Bureau

KOSGEB Mehmet Ömerbeyoğlu- Head of Bureau

ISKUR

Abdülkadir Yanıcı – Division Manager, Workforce

Training

Ministry of Labor and Social Security Esra Sermin Ata- Labor Specialist

State Planning Organization (Ministry of Development)

Gökhan Güder – Acting Head, Employment and

Business Life Bureau

International Labor Organization (ILO)

Ozan Çakmak- UN Youth Employment Joint Program,

Program Assistant

Ministry of EU Turkish National Agency.* Musa Ceylan - LLP General Coordinator

TNA has a program named Leonardo da Vinci** in the field of Youth Employment. This has not been included inthe report content because young people cannot apply as private persons and only the applications of

organizations are accepted.

**Leonardo da Vinci program includes ‘mobility’ actions that enable people to travel abroad to have a learning

or training experience benefited by People in Initial Vocational Training (IVT), People in the Labor Market (PLM)

including the unemployed and Professionals in Vocational and Educational Training (VETPRO). The key element

here is to boost the European dimension of initial vocational education and continued vocational training, to

encourage people to gain new skills, knowledge and qualifications through activities that involve theory and

practice and especially to gain experience from job-related trainings, to improve their language skills,

international connections and the exchange of best practices for trainers and human resources executives. Such

a field of operation is beneficial in terms of enabling cooperation among all the social partners in the field of vocational training and thereby strengthening both the international collaborations and also the relationship

between the labor market and the training organizations. Applications to this program can only be made at

organizational level.

Some of the youth employment projects and services by these institutions are listed below.

Detailed information on the service and projects by these institutions can be found on their

web pages as listed in Appendix 1.



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Institution Service

General Directorate of Technical Education for Boys

Under MEGEP framework

Specialized Career Development Centers (UMEM)

Beceri’10 Project executive committee

On-the-job trainings under UMEM with the

collaboration of Ministry of National Education and

Ministry of Industry workforce market.

Dual Vocational Education

General Directorate of Commerce and Tourism Education

Centers for Vocational and Technical Education -

certificate programs

TUREM- Basic Education Course for Personnel for

Tourism Companies

TUREİS

General Directorate of Apprenticeship and Widespread

Education

Apprenticeship, experienced apprenticeship and

mastership trainings

Vocational training, development and adaptation

courses

Vocational Education

General Directorate of Technical Education for Girls

MEGEP

Technical Education Finishing Schools for Girls

Secondary Education Project

“Here we are too” Competition.

SKILLS Turkey Skill Competitions.

KOSGEB

Entrepreneurship Training

SME and grant funds

İŞKUR

On-the-job training programs

Vocational Training

UMEM

Entrepreneurship Training

Job placement services



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2.1 Institutional Interviews- Evaluation notes for institutional interviews

10 institutions were visited within the framework of Youth Employment. Problems,

recommendations for solutions, different practices and fields of work have been identified

during the interviews by authorized officials.

This report emphasizes the efforts by these institutions in the field and addresses obstaclesfor employment processes for the youth with public, private, NGO actors.

2.2 Youth Perception – A perspective for the needs and expectations of the youth

The youth has not been designated by the state as a distinct target group for employment

issue except the reference in formal education; nonetheless young people appear to be the

majority among the beneficiaries for the services provided. Youth category is not defined

explicitly for the services concerning employment

Demands of the young people: 1/3 of 80,000 benefit from hairdressing, automotive and electronics

departments. They need and expect to start up their own businesses in a short time and hence select

these focus areas. ÇYGM

Young people benefit from formal vocational mass education services such as vocational/skill

development and guidance programs which can provide job opportunities. KTÖGM

Ministry of Labor and Social Security

Jobs for everyone: National Youth Employment

Program and Antalya Pilot Implementation

UMEM

MEGEP

TUREM




SODES

International Labor Organization (ILO)



Ministry of EU Turkish National Agency Leonardo da Vinci Program



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The institutions did not answer 4th , 5

thand 7

thquestions.

3 This is mainly due to the lack of

mechanisms to obtain the evaluations for tendencies, fields of interests, problems and needs

of young people, and their feedback on the services. Some institutions have recently

introduced some tools such as electronic surveys and on-line guidance tools on their

updated web sites. However, methods involving dedicated specialist groups providing directcontact with young people are yet to be put into service.

Young people prefer to be trained and to receive services on culinary services because culinary staff –

such as chefs- are well paid. Technical schools may have sufficient equipment and instructors, even

students, but young people no longer prefer these as they are less likely to find jobs after graduating

from these schools. This is basically due to the incompatibility between workforce market and

vocational education curricula. We routinely contact the private enterprises, encourage our

instructors to contact private bodies in the sector and provide our on-the-job trainings in privatecompanies in order to catch-up with the market. Young people need to have the education that will

support them to find jobs when they graduate. TTÖGM

While the students expect to learn by practice, the schools cannot keep the students engaged and

interested. Within a very intense 45-hour weekly curriculum, due to timing problems, guidance cannot

be provided as it should be. KTOGM

Nationwide, especially in vocational and technical secondary education, female students’ areas of

preference: Child Development and Education (86,000), Clothing Production Technologies (27,137),

Food and Beverage Services (25,896), Information Technologies (31,963), Graphic Design and

Photography (14,855), Beauty and Hair Design (10,801). KTOGM

2.3 Effects of social gender perception on the employment of the youth

There is a serious problem for girls in moving on from primary into secondary education. The prime reason for the discontinuity is the debate on whether it is necessary for a girl to have

secondary education; some parents are also reluctant to send their daughters to

coeducational schools. Some parents, especially fathers tend to encourage their daughters to

3 4- Which of your services are used most by young people? Do you receive feedback on this?

5- What are your channels of feedback?

7-What are the most prevalent vocational preferences of youth? What are their most important needs?

Entire set of questions given in Appendix 1.2



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prefer branches related to housework (Child Development and Education, Clothing, Food etc.)

or desk jobs.

Students can be channeled to branches by their instructors according to their genders.

Female students in technical branches channeled generally towards machine design,

architecture and computer programming. Female students are generally placed inunqualified office tasks regardless of their qualifications during their internships and hence

are not able to benefit from internship programs sufficiently. They are generally recruited

according to gender preferences of the corresponding sector and not according to their

professional skills and qualifications.

The approach toward women and girls in the social structure and traditional life style leave them at a

disadvantage in terms of universal values. Female literacy, schooling and employment figures

indicate an urgent need for intensive programs in this area. Macro-economic policies which are

aimed at increasing employment should be supported with tools specifically designed to remove

obstacles for women’s employment. Investments, as a prerequisite of increasing production, make up

the basis for employment and sustainable development. Public sector should implement policies that

encourage investments at various levels and special investment schemes designed to create decent

jobs which take into account gender disparity. Investments for care services should be positioned as

the core component of national investment policy. KTOGM

2.4 Institutional collaborations- Problems in data gathering and analysis

Institutions are not able to keep consistent, methodological and detailed records of their

services and information relevant to beneficiaries and all their stakeholders. Therefore

service providing institutions are not able to share information and experience on theirfunctions with other relevant bodies on a steady basis.

The fact that there are many services and activities in the youth employment field that lack

updated statistical information that include young people, results in simultaneous or

duplicate activities utilizing separate budgets and human resources by different institutions

Structural revisions in services provided by the institutions especially on workforce market

need analyses remain one-sided and independent of the demands of young people because

the culture of working with young people in person to collect data and to carry out need

analyses has not yet been completely established in public institutions.

2.5 Supply and demand discrepancy in workforce market

- The reflection of the internship and vocational education structure on the

discrepancy -

Workforce supply and demand discrepancy remains to be an incurable problem for all

institutions that provide services in the youth employment field. Workforce need analyses are

conducted under programs such as UN joint program “Jobs for Everyone: National Youth

Employment Program and Antalya Pilot Implementation” and UMEM, by organizations likeTEPAV and TOBB-ETÜ. These reflect regional needs. Need analyses are important in that

they indicate employment rates, job and vocational education demands. The companies are



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interviewed one to one during these studies by a survey consisting of 28 questions and an

“Intention Form” for intern demands. The surveys are done in cooperation with provincial

trade and industrial chambers and Turkish Sector Councils. Specific needs for provinces are

determined by “Workforce Market Need Analyses” and courses are set-up in the light of

their outcomes.

Workforce market and investors complain about lack of suitable workforce to match their needs.

When we work in coordination with them and supply their workforce demand with compatible

graduates, they find the technology outdated. Our students cannot become competent as our

technical equipment is insufficient, classes are crowded and curriculum is too hard. The employers do

not employ or give responsibility to our graduates as they do not trust their competency. There are

adaptation programs in EU countries for new graduates – even for engineers-, our employers expect

completely competent and experienced employees coming out from school. ETÖGM

The discrepancy remains even after the curricula and technical equipment are revised in

accordance with the needs and demand of workforce market. The expectations of workforce

market from young people narrow the area for the educational institutions: the employers

expect young employees to know how to operate brand new, high-tech machinery; to be

competent in more than one specialty; to be already familiar with the sector and the

company in order to save time and resources.

For the purposes of strengthening the link between vocational education and employment,

contributing to the development of vocational and technical education, and increasing awareness on

these issues, General Directorate of Technical Education for Girls continues to implement activities for program development, the dissemination of vocational and technical education and to support

employability of new graduates in collaboration with other parties such as ministries, NGOs and

private enterprises. KTOGM

The intense program given by educational institutions needs to be supported and

complemented by internship programs in private enterprises; however the internship

periods are generally inefficient and disappointing for young people. As indicated before, the

employers expect interns to be competent in operating new high-tech machinery. If they donot have the competency, they are kept away from these equipment and never find the

opportunity to learn. They are also expected to be competent in more than one specialty

and employers do not spare necessary resources for the interns’ adaptation to this new

environment. As a result, their internship periods often are inefficient and disappointing.



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We visit the schools. 99 % of the students want to go to university; no one says “I will start working

when I graduate from technical high school”. Parents think the same way; the y expect their children

to become lawyers, doctors and teachers. No one wants their children to become apprentices,

shoemakers or workers, but vocational high schools are there for this reason. We give vocational

education to our students on top of standard 30-hour curriculum. Since 1970, vocational high school

graduates have been allowed to continue to university and we had to teach a little bit of everything

since then, they are not educated as they should be for vocational purposes. There is a misconception

about vocational and technical high school classes being easy. Industrial Vocational High Schools give

a bit easier curriculum which focuses more on the vocational education. As such, a student is expelled

from the school if he or she is unsuccessful for two consecutive years. ETÖGM

We give students intense on-the-job trainings, 100% of our students are employed after these

trainings and they stay in companies where they complete their internship. TTÖGM

We give theoretical and broad-based education in order to overcome enterprise-employee

incompatibility. We give the basics for the job in this training. There is a great diversity among

potential employees, so they all need to go through adaptation trainings. The students who had

apprenticeship education may not be successful unless they are employed in the areas in which they

specialize. ÇYGM

One of the most important factors in workforce supply-demand discrepancy is the wage policy. There is a discrepancy between the expectations of the graduates from vocational

schools for the work they produce and the remuneration deemed appropriate by the

employers for the same work. Responsibility and liability of workforce market is on

individuals and institutions. The market should actively take initiative and responsibility to

produce sound solutions for the wage regimes.

Uncertified workforce in the market: The method applied in European countries for vocational education is that certification is provided by accredited institutions. The number of attendants is low

in this system; however the quality of the education is much higher. TTÖGM



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3. Evaluation of institutional interviews in accordance with focus group meetings with the

youth

Evaluation of their future plans and transition from secondary education into business life is

made by a vocational education perspective during focus group meetings with the youth.

Their branch and school selection, plans for higher education and other preferences andexpectations have been analyzed from the young people’s point of view.

3.1 School and Branch Selection

Young people prefer vocational high schools because of their insufficient success in primary

school and their concerns for their potential success in the secondary education.

Administrators in secondary education approve this phenomenon, however they do not

think the curricula in vocational and technical high schools are easier like the students and

their parents think.

The aim of both the students and their parents is to make the students continue to highereducation after secondary school. Nevertheless the students are encouraged to go to

vocational and technical high schools by their parents who consider the economic conditions

and unemployment rate in Turkey. This is a realistic decision taken by the parents, giving the

students a chance to find jobs even after the secondary education.

As stated before, there is an important effect of parents –especially fathers- on the branch

and school preferences of the young people –especially girls-. Teachers also channel young

people according to their gender.

Feedback from 15-19-year old students in vocational education on their branch and school

preferences:

“ It is our own folly, we think if we continue to regular high schools we would be unsuccessful as we

did in secondary school, and prefer to go to vocational high school to at least learn a profession. I

preferred my school as there was said to be a hairdressing branch which turned out to be

nonexistent so I have become a machine designer.” Istanbul – Machine Designer – F-

“ There was OKS then. I wanted to study health. Consequently I ended up here as my score was not

enough for health.” Istanbul- Child Development- F-

Exam and preference… success. I scored 310 in OKS while lowest Anatolian High School started at

355. At that instant you are bewildered; it was over because I only had 310 points. I even threw away

my pencils, there were no pencils at home, and I thought it was over for me. Then you have to make



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choices, you are completely unfocused and disoriented. For instance I chose anesthetics and radiology

even though I hate hospitals. Fortunately I could not make it. I played computer games and made my

preferences then, because your psychology is all over the place during that time. ”Istanbul – Foreign

Trade – M-

The answers to question “ Do you want to continue higher education in your branch?” :

“ You have to continue in your branch even though you do not want to. University entrance exams are

not fair anymore, it has become an industry. The ones who cannot afford private preparatory courses

have no chance at all; you have to take these courses if you want to go to the university.” Istanbul –

drafting – F-

“ Why do they not give sufficient education at school ?” Istanbul – Foreign Trade – M-

As can be seen, institutions have no effect on young people during branch and school

selection. The selection is made by students under the great influence of their parents.

There is no comprehensive explanation and guidance; thus the students, especially thoseunsuccessful in primary school, continue with limited information and skills during their

higher education years. It can only be expected that these students will have very limited

chance of finding jobs. The state, in turn will have to invest again in these people to make

them employable, resulting in inefficient use of taxpayers’ money.

3.2 Examination System

Young people suffer from the examination system and standard schooling which do not

support equal opportunities among youth. They believe the increase in the number of

private universities and the deterioration of the education quality of the state universities is

unfair and only the ones with the money can get good education.

“ You have to go to private preparatory courses because they do not teach you enough at the school.

This can be compensated in the private course.” Istanbul- Accounting – M -

“ Because owners of those private preparatory courses are close to the government ” Istanbul-

Accounting – M -



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They think the scandals following the examinations (recent encryption scandal, etc.) result in

serious mistrust in the system and there are students who have given up their education for

this reason. They also complain about groups close to the government and their schools that

intervene with the examination system. They believe the private preparatory courses are

taken over by certain political influence groups and it is themselves who suffer from all this.

They see the examination system as an obstacle between themselves and their future. They

believe that even if they make it into university, they will have to study for professions they

do not want at the first place and then they will even be unable to find jobs after graduation.

They say they lose their motivation and feel helpless and insecure every time the system

changes.

“The examination system itself is a grievance.” Istanbul – Standard High School – M-

The opinions of the young people are generally subjective. The fairness of the examination

system is another subject. Nonetheless young people blame the examination system for all

the problems they face. At this point it is interesting to hear that public institutions are not

happy with the examination system, either; they propose that SBS examinations should be

decreased in number or abolished altogether. The opportunities that can rehabilitate the

system are not discussed with the youth anyway.

3.3 Internship

Secondary education institutes do not take active part in supporting the young people’slearning process or in protecting their rights against the employers. The intention of the

workforce market towards interns is usually to use their workforce in unqualified, low profile

jobs rather than developing their practical skills by giving them responsibility and tasks

relevant to their education. Neither the educational institutions nor the Ministry of Labor

and Social Security have any legal power concerning interns over employers. On the other

hand, the ministry has no definite policy about the vocational education students in

internship.

“ There is unfairness in everything, let alone the examination system. For instance we live in Istanbul,

where the government makes all kind of investments. But people living in, let’s say Van or Diyarbakır

do not get the same attention. It is ok, I am good here but this is a great injustice for people living

there. They may even not have proper teachers. These people are left ignorant and we see what

these ignorant people do later. Then the state holds these people responsible for the bad things they

do. They – the government - do not help them and later blame them for their actions. Most of the

time I find those people there to be right.” Istanbul – Standard High School – F-,2



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Despite all these difficulties, interns may prefer to stay in the companies in which they

complete their internships. Concerns over unemployment, future, imposing themselves into

a new company and the quality of their current employers play role in this decision.

Do you know your legal rights during your internship?

“– We all do, but we feel suppressed.

-Does your school inform you about your legal rights prior to internship?

No, not at all.

- There is a contract indicating all those at the beginning of our internship. For example we have to

work 8 hours a day. They told me to come at 8 and leave at 6. I do 8.30-5. They have signed the

contract, no one can ask me to stay longer.

-I have a lot of friends who did not read that contract .” Istanbul – Cross talk in the focus group

It appears that relevant legislation is not implemented enough in reality. The problem

appears to be in control and implementation, not in the legislation itself.

3.4 Methods for job search and recruitment

The students in standard high schools do not make plans for business life as they plan to

continue their education at university.

The priority of vocational high school students is to go to university. If they do not succeed in

that, their second best option is to look for a position in companies where they have worked

as interns and have close relations. Young people either do not know about ISKUR or are not

aware of its services.

They say that they know employment channels such as agencies, web sites of HR companies

and newspaper ads, but they do not prefer these for searching for jobs as they do not find

themselves qualified enough to use these. Instead they seek simpler jobs such as sales, office

jobs and clerks in their close proximity. They say that they can find a position in which they

can use their specialties, if they are lucky enough.

“ I have friends who learned nothing at the school but learned everything as interns. For example I

am an intern here, in technical service. They think this is a man’s job and I am female so they do not

give me any work. I have not been able to learn anything because of this.” Istanbul – Machine

Design- F-



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As the students in standard high schools have no plans for looking for a job after graduation,

and focus all their attention on the examination system, they have different priorities than

students in vocational and technical high schools.

It is very important for organizations producing employment based services to develop and

use a youth-friendly language. However these organizations are not successful in reaching

young people. It is understandable that young people focus on only one objective and do not

take into account their educational and employment decisions simultaneously. Relevant

governmental bodies are unfortunately not quite successful in providing young people with

a comprehensive menu including all options and opportunities.

3.5 Effects of not looking at the employment problem as a "young individual"

During the interviews with institutions, it was observed that their employment programs are

actually not designed in the context of expectations and needs of young people. Although

these services are not designed specifically for young people, it is mostly young people who

benefit from these. Therefore young people conclude that their needs and expectations arenot taken so seriously.

Young people are under pressure from their parents to make quick decision between going

to a university and finding a job. They even stress themselves to meet the demands of

parents.

They emphasize that living under limitations imposed upon them and anxiety are their

biggest problems.

They do not want to be wedged between finding a job and going to university, they want tolive their lives as “their peers do and not to have concerns about earning a living”.

Young people emphasize that unemployment is a great and important problem. They believe

government has a role in unemployment becoming so widespread and they think the

examination system, inefficient formal education in schools, channeling students to private

preparatory courses and incompetency of youth are deliberately imposed on them by the

state.

“ We are young; we need to see around and make the most of the life in our early years and we should

not have concerns about future. But now we have to think about our future first. Even though we are

careless and comfortable, our parents and the society suppress us.” Istanbul Foreign Trade- M-

“ I ask myself where our youth is heading” Istanbul- Child Development- F-



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“Shouldn’t we be relaxed and explore the life at th is age? Now we have concerns for our future, but I

think we should not be having these thoughts about our future.” Istanbul - Accounting- M-

4. Recommendations by young people

Internship periods should be changed. All students should be interns during thesummer season like Tourism High Schools and continue their education

uninterrupted during the semesters to be successful for university.

Vocational competency examinations for university education instead of a centralized

standard exam.

General exams for those who want to change their departments.

Altogether abolition of the exam system

Providing information in schools on working conditions, advantages and

disadvantages of relevant departments.

Abolition of single gender schools.

“ There is no youth left after the change in age of maturity. The legal age for alcohol is 24, but we can

buy arms at 18. This is ridiculous.” Istanbul Foreign Trade- M-

“ I ask myself where our youth is heading. They are very relaxed, too relaxed. The government is our

primary problem, but I cannot understand young people behaving so relaxed.” Samsun – Chemistry-M-



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5. Conclusion

According to 2008 figures, of the young people aged between 15-24, 30% is working, 30% is

studying and 40% is neither working nor studying.4

These figures have changed against youth

after global crisis, as the last employed were the first to be laid off. It can be assumed that

youth unemployment figure is twice bigger than the general unemployment rate as in most

European countries.5

This weak relationship can be summarized as below:

Young people get vocational education in order to go into higher education. As their

vocational curricula are difficult and general classes are not sufficient for entrance to

university, their expectations from the future are negatively affected. Since they do not

receive any support from their schools about the job specifications, internship and post-

graduation opportunities, they feel disadvantaged among other young students with whom

they will have to compete for university education.

One of the reasons for the young people to prefer vocational high schools is that they

believe curriculum in vocational high schools is easier. Secondary schools cannot

eliminate this misperception and are not able to guide students who really want to

have vocational education in these schools.

Workforce market and institutions that prepare young people for business life are

not able to produce and implement youth-focused employment programs and

schemes that prioritize needs and demands of young people.

Young people feel they are in an unsecure and unguaranteed work environment

because of incompatibilities between educational institutions and service providers

and insufficient accreditation.

There are various obstacles -such as lack of information channels and inefficiency of

guidance services- between young people and services provided by public institutions

during their transition to business life.

Young people have to be registered to İŞKUR in order to benefit from training

programs outside formal education and employment services. They have to go to

İŞKUR offices or log-on to İŞKUR web site to be registered. Sometimes young peoplecannot reach any of these channels and they are not aware of the importance and

necessity of being registered to İŞKUR.

As vocational schools are obliged to give education to prepare the students for their

profession and higher education simultaneously according to National Education Law

no 1739, 45-hour curriculum of these schools include both vocational and general

4Human Development Report for Turkey: Youth in Turkey, UNDP, 2008.

5 Youth Unemployment in Turkey, N. Yentürk ve C. Başlevent, Istanbul Bilgi University Youth Studies Unit

Activity Report, 2007.



20

classes. This intense and tight curriculum has negative effects on the student s’ performance.

The problems in the duration of education contribute to supply and demand

discrepancy in workforce market. Workforce market, on the other hand is reluctant

to provide support for youth employment. These two factors together make theproblem unsolvable.

The weak relationship between education and employment is analyzed at length above and

in various other studies. The solutions to this problem are generally based on improving the

education quality. We will propose an alternative solution underlining the importance and

urgency of this approach. Our proposal is centered on the design of new information flow

systems and development of existing ones for young people to access information about the

services intended for them. One of the basic tools for this approach can be local

governments and Youth Centers of General Directorate of Youth and Sports6. More than 150

existing centers can provide young people with guidance and information in coordinationwith mass education institutions and other public bodies. In addition to alternative course

venues, these centers can serve as hubs for the dissemination of the youth friendly

information. We believe these centers should never give certificate courses for employment.

Furthermore, these centers can also deal with problems of young people during their

internships and provide guidance on their legal rights.

This survey also indicates that public services concerning employment are not designed for

young people. The problem of youth unemployment has already been diagnosed; however

there is a misconception that efforts to eradicate general unemployment will also benefit

young people. Actually, as the daily practices of young people are different, they need a

different approach concerning their employment as well. For instance, Facebook with have

740 million users worldwide has 29 million users in Turkey. 53% of these are between the

ages of 13 and 24. It means that 82% of all users in Turkey are within this age group.7

However we found no information on internet and Facebook based use during our

interviews with relevant public bodies. The wise use of internet and social network services

would provide a valuable channel for public bodies in reaching at least young internet users.

The overall information channels however should be designed to reach youth in mid-low

neighborhoods in big cities and small cities and towns where internet access is not

widespread. Otherwise strategies only make young people who are unable to use internet

more disadvantaged. Another useful tool may be local media. Especially small broadcasters

in the need of news resources would welcome relevant information into their news services.

Existing guidance services can be used for young people in mass education system.

Impairments in existing guidance system can hinder these efforts. Yet supportive measures

such as handouts and posters can be produced to overcome the problems in the functioning

6Ministry of Youth and Sports has replaced General Directorate of Youth and Sports in the course of this

survey. We cannot propose a more detailed structure as the function and structure of this Ministry has not yet

been established.7

http://www.webrazzi.com/2011/06/03/facebook-turkiye-infografigi/



21

of these guidance systems and disseminate information on employment and internship

issues.

We also observed that existing institutions –if they are not in a project based partnership- do

not have sufficient information on the services they provide. This is another negative factor

affecting both quality and penetration of their services. Strategic partnerships establishedamong these institutions would greatly contribute to the creation of an integrated youth

policy and support integration of youth employment policies with other youth related

policies in Turkey. We recommend creation of a Youth Employment Council and a Youth

Policies Council, both consisting of public and nongovernmental youth-related organizations.

One of the major responsibilities of the newly founded Ministry of Youth and Sports should

be the coordination of these efforts. Since the services provided by public institutions are

not database supported, the youth target of these services and the services themselves

cannot become compatible

As can be seen above, the betterments in favor the youth are not limited solely to thechanges in education and employment policies. Effective and target-oriented use of

existing resources would greatly improve existing situation. It can now be possible to

gather and coordinate all these efforts under one youth policies umbrella within the new

ministry. All these efforts should be carried out with the contribution and active

participation of academic and NGO stakeholders in order to create a healthy relationship

between public and other bodies. This will result in more effective implementation of

existing policies



22

APPENDICES

APPENDIX 1 INSTITUTIONAL INTERVIEWS

1.1 Web pages of the institutions and their programs/projects

General Directorate of Technical Education for Boys – http://etogm.meb.gov.tr/

General Directorate of Commerce and Tourism Education - http://ttogm.meb.gov.tr/

General Directorate of Apprenticeship and Widespread Education - http://cygm.meb.gov.tr/

General Directorate of Technical Education for Girls -http://ktogm.meb.gov.tr/

KOSGEB- http://www.kosgeb.gov.tr

İŞKUR-http://www.iskur.gov.tr/

Ministry of Labor and Social Security- http://www.csgb.gov.tr

State Planning Organization (Ministry of Development - http://www.dpt.gov.tr

International Labor Organization (ILO)- http://www.ilo.org

(http://www.ilo.org/public/turkish/region/eurpro/ankara/)

Ministry of EU Turkish National Agency - http://www.ua.gov.tr/

Web sites of programs and projects

http://megep.meb.gov.tr

http://www.beceri10.org.tr/

http://www.skillsturkey.org/

http://www.istebizdevariz.com/

http://oop.meb.gov.tr

http://www.mdgf-tr.org/

http://www.sodes.gov.tr

http://etogm.meb.gov.tr/


http://ttogm.meb.gov.tr/



http://cygm.meb.gov.tr/



http://ktogm.meb.gov.tr/



http://www.kosgeb.gov.tr/



http://www.iskur.gov.tr/



http://www.csgb.gov.tr/


http://www.dpt.gov.tr/



http://www.ilo.org/

http://www.ilo.org/

http://www.ilo.org/

http://www.ilo.org/public/turkish/region/eurpro/ankara/



http://www.ua.gov.tr/



http://megep.meb.gov.tr/








http://oop.meb.gov.tr/




http://www.sodes.gov.tr/











http://www.ilo.org/











23

1.2 Questions

1- (For transition to business life) What kind of services do you provide?

2- How do you announce these?

3- Do you have monitoring and evaluation systems for the services you provide?

4- Which of your services are used by young people the most? Do you get feedback?

5- Through which channels do you get feedback?

6- Do you collaborate with other institutions for youth employment efforts? If so, how?

7- Which vocational fields do young people tend to prefer most? What do they need most?

8- What obstacles do you face for these services? Which solutions can be put forward for

these?

1.3 Interviews with authorities from institutions

i- General Directorate of Technical Education for Boys


All education programs have been updated and reorganized under MEGEP(*). A study for

determining occupational areas was carried out with TESK and TOBB in order to close the

gap between vocational school output and market demand.

During 2009, in accordance with the request of Ministry of Labor and Social Security, we

worked with Ministry of National Education and Ministry of Industry and Commerce in order

to discuss the measures to overcome the supply and demand discrepancy between technical

education and workforce demand. TOBB also contributed to this study

Beceri’10 Project of Specialized Career Planning Centers (UMEM) is a campaign for training

and employment. Turkish Union of Chambers and Stock Markets (TOBB), Ministry of Labor

and Social Security, Ministry of National Education and TOBB University of Economics and

Technology (TOBB-ETÜ) have signed a protocol in order to implement the pilot project in 19

provinces, namely Adana, Ankara, Antalya, Bursa, Denizli, Diyarbakır, Erzurum, Gaziantep,



24

Istanbul, Izmir, Kayseri, Kocaeli, Konya, Malatya, Manisa, Mersin, Samsun, Tekirdağ, and

Trabzon. The executive board of the project consists of Deputy Secretary of Ministry of Labor

and Social Security, General Manager of İŞKUR, Director of General Directorate of Technical

Education for Boys, General Secretary of TOBB and TOBB-ETÜ President.

Workforce need analyses will be carried out, then technical and equipment needs of 111

school in 81 cities will be met and instructors will be trained according to their needs. The

pilot activities currently continue in 19 cities.

According to these analyses, courses will be given in accordance with the needs of the

companies. The participants of these courses will be selected from the unemployed in ISKUR

database.

On-the-job trainings for teachers were opened under UMEM. 2,000 teachers attended these

courses and 4,000 more will be trained

TOBB University of Economy and Technology (TOBB-ETÜ) has taken part in workforce market

need analyses in 19 cities. Textiles turned out to be the leading area according to these

analyzes.

* MEGEP- Turkey has developed various project ideas in order to close the gap between workforce needs of its

economy and the output from vocational and technical schools. As a first step towards this goal, on July 4th

2000, “Improvement of Vocational Education and Training System in Turkey Project” (MEGEP ) has been ratified

(DG1A-D/MEDTQ/04-98) between The Republic of Turkey and EU. Technical aid team of the project has started

working on September 30th

, 2002. The project duration is 5 years, of which the first 6 months is the launch and the remaining four and a half years is the implementation. http://megep.meb.gov.tr/indextr.html

http://megep.meb.gov.tr/indextr.html





25

The people registered to İŞKUR have been channeled to schools that have been equipped

well in the field of textiles. Project participants receive 15 TL/day during their participation in

the course and internships. The course attendants have also been insured for work accidents

and occupational hazards and covered under General Health Insurance by İŞKUR.

The General Directorate has launched dual vocational high school education program. If a

student in vocational high school becomes unsuccessful to the point s/he would be expelled,

we take her/him into dual vocational education. According to a protocol we make with an

employer, the student goes to school two days a week and s/he goes to work on the

remaining 3 days. There is no passing or failing in this system, instead the student takes a

midterm exam after 1.5 years. At the end of 3 years, the student is interviewed by a group

consisting of teachers and representatives of the employer. If s/he succeeds, s/he receives

an experienced apprentice certificate. This system is active in 74 schools.


The project has a web site where detailed information and application forms can be found.

There is also an information kit and a booklet for the project. http://www.umem.org.tr/

We have guidance and orientation lectures in 9th

grade. Teachers give information about

branches and occupations.

The schools make their announcements at the local level. They place ads in local newspapers

and mukhtars make announcements together with imams in meetings with wide public

attendance. Schools have their implementation modules printed and distributed at the local

level with the support of parents and local donations.

The efficacy of these efforts should also be monitored. Some school-based organizations

may have been hindering mobility of the workforce. The surrounding area may not be

offering enough job opportunities for the school’s educational focuses or the area withsuitable opportunities may be outside the influence area of the school.


We did not perform any monitoring programs. Our only quantitative data consist of the

students registered in the school.

4- Which of your services are used by young people most? Do you get feedback?


http://www.umem.org.tr/





26


Turkish Union of Chambers and Stock Markets (TOBB), Ministry of Labor and Social Security,

Ministry of National Education and TOBB University of Economics and Technology (TOBB-

ETÜ) have signed a protocol for UMEM.

OSEP – School Industry Education Program – is an employment guaranteed vocational

training project carried out in collaboration by Ministry of National Education and Ankara

Chamber of Industry (ASO). According to a protocol signed between Ministry of National

Education, ASO and OSTIM Organized Industrial Zone administration, machinery, electro-

technics, welding and CNC trainings were given in OSTİM to new graduates during 2007-

2008.


Students in Vocational High Schools do not specialize in single area. Occupational

specialization trainings are given by Specialized Occupational Training Center. Vocational

high school graduates can attend these courses. For instance a technical high school

graduate who is not competent enough in welding can attend these courses. In this program

the students can be exempted from their classes at school and the education time shortened

by half. This support provides vocational high school graduates with a significant advantage.


these?

The workforce market and investors always complain that they are not able to find qualified

workforce they need. When we collaborate and provide workforce in accordance with their

needs, they find the technology outdated. Our students cannot become competent as our

technical equipment is insufficient, classes are crowded and curriculum is too hard. The

employers do not employ or give responsibility to our graduates as they do not trust theircompetency. There are adaptation programs in EU countries for new graduates –even for

engineers-, our employers expect completely competent and experienced employees

coming out from school.

There is no flexibility within the education and vocational system in Turkey; changing

occupations is extremely difficult, if possible at all. The legislation is complex and rigid.

Vocational education and transition to business life are coordinated under the same

ministries in most of the countries. In Japan one ministry is responsible for all these

components.



27

There is no investment to strengthen vocational education and support transition to

business life in Turkey. We feel the absence of this.

Note: We visit the schools. 99 % of the students want to go to university; no one says “I will

start working when I graduate from technical high school”. Parents think the same way; they

expect their children to become lawyers, doctors and teachers. No one wants their children

to become apprentices, shoemakers or workers, but vocational high schools are there for

this reason.

We give vocational education to our students on top of standard 30-hour curriculum. Since

1970, vocational high school graduates have been allowed to continue to university and we

had to teach a little bit of everything since then, they are not educated as they should be for

vocational purposes. There is a misconception about vocational and technical high school

lectures being easy. Industrial Vocational High Schools give a bit easier curriculum which

focuses more on the vocational education. If a student is unsuccessful for two consecutive

years s/he is expelled from the school there.

ii- General Directorate of Commerce and Tourism Education

1. (For transition to business life) What kind of services do you provide?

We give applied education focused on trade and tourism in our schools. Besides, our schools

are institutes which provide mass and formal education as diploma and certificate programs.

Preparatory programs on professions and higher education are given in our schools at

secondary education level.

TUREM (Tourism Education Centers): These centers provide the same programs with

vocational and technical focuses given in mass and formal secondary education institutions.

In order to supply qualified workforce –such as chefs, bakers, bartenders, service and front

office etc. staff- needed in tourism sector, these centers give “Courses for Personnel Training

for Tourism Enterprises”. We provide intense on-the-job trainings to students, 100 % of

which are unemployed upon graduation. They stay in the enterprises in which they worked

as interns.

2. How do you announce these?

Our web site is thoroughly detailed and includes all the relevant information.

Comprehensive information on our services can be found on the site. Schools make their

own announcements.



28


Within E-graduate tracking program, we have a system through which all information flow

about all parties such as schools, employers, graduates, students and teachers can be done

on-line. Our students complete on-line surveys for the services they receive



We receive many e-mails both from students and their parents. There are coordinator

schools throughout Turkey. They hold meetings for the assessment of needs, developments,

and status of the students. Our information network is pretty strong. We also hold meetings

with principals of Tourism High Schools and TUREM managers and conduct surveys for

feedback.

We have done a survey about the coverage, content and illustrations of vocational English

education books.

There are forms on education programs in order for teachers to provide feedback on these.

We value all mail and email from our students.


We have intensive collaboration with Ministry of Culture and Tourism.

We implement UMEM Project with İŞKUR.

We collaborate with TÜRSAB in order to meet qualified workforce demand of the sector.

We have protocols with large shopping malls so that our students will be able to work there.


Young people prefer culinary services and education as a good culinary worker is paid very

well.

There may be equipment, students, IT and technology departments in our schools, but

vocational high school students no longer prefer these schools as they are not able to find

jobs due to the discrepancy between workforce market demand and vocational education

given in these schools. We organize meetings and interviews with the entrepreneurs and

provide on-the-job trainings for teachers in enterprises. This improves education quality.

Young people need education in the fields in which they can find jobs.



29


these?

The gravest problem is uncertified workforce in the market: The certification is done in

accredited institutions in the EU. The number of attendants is low in this system; however

the quality of the education is much higher.

iii- General Directorate of Apprenticeship and Widespread Education


There are 324 Apprenticeship and Vocational Mass Education Centers and 969 Community

Education Centers throughout Turkey. There are 5,000 experienced apprentice teachers and

7,000 master instructors in Vocational Education Centers, and 180,000 apprentices attend

lectures. This means 5 million people benefit annually from these centers where 1,345

different training programs on 153 occupational fields are given.

Anyone over 15 can attend the trainings in Apprenticeship and Vocational Mass Education

Centers. The trainings in Community Education Centers are open to everyone.

Apprentices go to school once and work 5 days a week. Apprenticeship trainees who left

mass education and started to work receive 8-10 hours of training with a contract. They have

4 hours of general knowledge and 6 hours of vocational classes in two semesters in a year.Apprentice training lasts 2 to 3 years. Apprentices become experienced apprentices when

they pass the exam, they may take a 240-hour course and become masters upon successful

completion of this period. Then they set up their own businesses. They have to attend

another 40-hour training if they want to become master trainers.

The employer has to pay a minimum wage of 30% of the legal minimum wage to an

apprentice. Premiums for occupational hazards and health insurance are paid by the state.

The general health insurance premiums are also paid by the state according to new law.

There are also “Vocational Education-Development and Adaptation Courses” for those who

attended and/or completed a mass and formal education program. These courses aim to

improve information given in these programs and to increase productivity in the workspace,

to adapt to newer technologies and to develop occupational skills. They are primarily given

in laboratories and workshops. The enterprises that have a training unit within their

structure in accordance with the laws can also give these courses.

Vocational Trainings are for those who left mass education system and do not have the

qualifications needed to find a job. These courses are aimed at preparing these people for



30

tasks in business life, and for those who want to change occupations and/or to make

advancements in their specialties, to develop their qualifications and skills. The courses are

started by taking the opinions from relevant institutions. Insurance premiums are covered

under a budget created under the ministry according to relevant laws.


Almost all schools are located in organized industrial zones and they make their

announcements on their own devices. Minors can benefit from the services by a three sided

contract signed by employer, school and parents. The parents of the apprentices are

generally indifferent to their children’s education.


Teachers prepare weekly reports by visiting the apprentices in the enterprises. There is one

master trainer for every 16 apprentices. Information about educational history is recorded

while registering to equivalence evaluation centers.

We used an inefficient automated system but abolished it to start using a new system

prepared by the ministry.


Young people prefer apprenticeship trainings more.


Şevket Alp made a survey for his MS Thesis on apprenticeship education. The outputs show

that the students are satisfied and happy about their education. The survey has been applied

to 300 people.

We occasionally conduct surveys in our centers but not regularly. The ministry has an

“Education Research and Development Section” (http://earged.meb.gov.tr/) which carries out

surveys and research. We request special surveys and they implement them for us. They will

evaluate our modular program in the coming days.


We collaborate with Turkish Confederation of Artisans and Craftsmen, chamber and other

public and private bodies.

http://earged.meb.gov.tr/






31

The contents of our programs were developed by the credit funds provided EU. Some

corporations can demand custom made programs.


1/3 of 80,000 young people are in hairdressing, automotive and electronics as they need to

and can launch businesses in a short time in these occupations.


these?

We do not have sufficient number of instructors and are short of competent human

resources. Attendants of apprenticeship education find 10-hour/day lecture time too much

and they are right.

Enterprise and employee incompatibility. We give technical information on a broader

context which consists of the basics of the occupations. Graduates have to take adaptation

trainings as there is an enormous array of diverse jobs in the market. Then they can serve to

satisfy the employee.

Those who complete apprenticeship education should work in their fields in the enterprises;

otherwise they fail to develop their skills in their fields.

Do you provide advisory-guidance support for apprenticeship education?

We have been requesting this service, however apart from a few instructors we do not have

it.

Do you provide information on social and employee rights?

The information on rights is given in enterprise knowledge and management classes in

apprenticeship education. Mastership lectures contain information about these as well.

iv- General Directorate of Technical Education for Girls


In order to adapt vocational and technical education programs to internationally accepted

“International Classification of Education Programs (ISCED-97)”, MEGEP Project has been

launched. With MEGEP, pilot implementation has been initiated in 17 areas, 42 fields and

194 branches developed, and these programs have been updated and 42 field and 197

branch programs started to be implemented in all vocational and technical secondary



32

schools and Technical Education Maturation Institutes according to the decision of National

Education and Discipline Council dated 14.09.2007, no 152.

Within the framework of Secondary Education Project (reform, development and equipping

of general, vocational and technical secondary education), General Directorate has prepared

equipment lists and technical specs for 32 schools determined in accordance with Familyand Consumer Sciences area and submitted to Project Coordination Management.

According to the action plan for strengthening employment and vocational education

relationship, lifelong education centers are being built, meetings are held with the

participation of relevant units and General Directorate has drafted and submitted a

school/institute management model and report.

“Here we are too” Competition

With the collaboration of General Directorate of Technical Education for Girls and British

Council, “Here we are too” competition was organized in order to develop entrepreneurialand creative skills of the students in vocational and technical education. The competition

launched in April 2011 and received 730 applications nationwide. 320 students attended in 3

regional competitions and 105 students made it to the final in Istanbul.

“SKILLS Turkey” Skill Competitions

SKILLS Turkey is a skill competition organization designed to select young talents in

vocational and technical education who will represent Turkey in WorldSkills and EuroSkills

competitions. Young people are evaluated according to the universal criteria in regional and

national competitions. Talent camps are organized during the process of the competition toprepare students for international competitions. EuroSkills represents a platform for public,

educational, private and occupational bodies from Europe in order to increase the quality of

vocational and technical education and to make these more desirable for young people.

The updated information on the project can be found on www.skillsturkey.org


Web site of the general directorate contains the announcements. http://ktogm.meb.gov.tr/


In our educational system which is based on modular education, monitoring and evaluation

of the competencies are done within the modules. Talent education exams are offered in

enterprises in order for a student to complete his/her vocational education. National

competitions are organized with the participation of employees and workforce market to

assess the students’ benefits and to strengthen the weaknesses of the system. We also

coordinate participation in international competitions.







33


The schemes for occupational development, presented within vocational education, and

mass and formal education systems that provide guidance and employment services.

Girls and young women who were left outside the mass and formal education system andeven standard high school graduates gain diplomas from Open Vocational High School.

Especially housewives attend the courses in order to become entrepreneurs and to

contribute to their domestic economy with home based production projects.

Feedback is also received in educational environments/schools, competitions, and

Vocational and Technical Education Fair (METEF).


The feedback is received through meeting of students and parents with advisors, teachers

and managers at schools, and surveys conducted for managers, teachers, students, parents,

employers and employees.

Furthermore, seminars and workshops are organized with the participation of the managers

of local organizations of our ministry and general directorate to share information and to

gather feedback about all our activities. We reassess our educational system under the light

of these feedbacks.


In order to strengthen the relationship between vocational education and employment, to

contribute to the development of vocational and technical education, to solve the problems

in education system and to create awareness, General Directorate of Technical Education for

Girls makes efforts towards development of joint programs and projects with other public,

private and NGO partners.

A protocol of collaboration was signed in 1992 between the Ministry of National Education

and İŞKUR to implement guidance services.

In 2004, Vocational Information Guidance and Consultancy Services Collaboration Protocol

was signed in order to update previous protocol and invite various other parties

Up-to-date sides of the protocol are:

Ministry of National Education-General Directorate of Special Education, Guidance

and Consultancy Services.

Ministry of Labor and Social Security- Turkish Job Institute (İŞKUR)

The Council of Higher Education (YÖK)




34

Turkish Statistical Institute (TÜİK),

SME Development and Support Institute (KOSGEB),

National Productivity Center(MPM),

Turkish Union of Chambers and Stock Markets (TOBB),

Turkish Artisans and Craftsmen Confederation (TESK),

Turkish Confederation of Employer Associations (TİSK),

Confederation of Turkish Trade Unions (TÜRK-İŞ)


The fields preferred by female students in vocational and technical secondary education are:

Child Development and Education (86,000 ), Clothing Production Technology (27,137), food

and Drink Services (25,896), IT (31,963), Graphic Design and Photography (14,855), Beauty

and Hair Dressing (10,801).


these?

Compared to universal values, women and girls have disadvantaged positions in Turkey due

to our traditional lifestyle. Female literacy, schooling and employment figures indicate an

urgent need for intensive programs in gender disparity. Macro-economic policies which are

aimed at increasing employment should be supported with tools specifically designed to

remove obstacles for women employment. Investment policies are prerequisite for

increasing the production and hence employment rate and securing a sustainable

development. Public sector should implement policies that encourage investment at various

levels and special investment schemes designed to create decent jobs which take into

account gender disparity. Investments for care services should be positioned as the core

component of national investment policy.

Notes:

Girls cannot go to vocational high schools after primary education. Education

programs should be developed specifically for girls and entrepreneurs should provide

support for the schools.

Ministry of Labor and Social Security provides social security of interns. There are no

sanctions against employees who do not give on-the-job trainings to its interns and

abuse working rights of them.



35

Employers should never employ unregistered workers; this needs to be monitored

more strictly.

Primary responsibility of the general directorate is to provide education services;

workforce market should have more responsibility for employment issue.

While the students expect to learn by practice, the schools cannot keep the students

engaged and interested. Within a very intense 45-hour weekly curriculum, due to

timing problems, guidance cannot be provided as it should be.

We have proposed some solutions for strengthening employment and increasing the demand

for vocational high schools;

The minimum wage should be higher for vocational high school graduates.

The insurance of the students should start as s/he starts vocational education and an

earlier retirement plan should be implemented.

Military service for vocational and technical high schools should have shorter

duration and they should be able to perform their occupations while in the army.

v- Ministry of Labor and Social Security


The measures to increase youth employment are among the responsibilities of İŞKUR. İŞKUR

is the authorized unit of the ministry for these issues.

One of the most important reasons of unemployment in Turkey is the weak relationship

between vocational education and employment. An action plan has been prepared to

strengthen this relationship. Under the coordination of Occupational Competency Council,

various responsible bodies are being determined and some measures to increase youth

employment have been identified.

The ministry works on the preparation of national employment strategy. One of the main

focuses of this strategy consists of determining the measures to increase employment of

disadvantaged groups such as women, youth and disabled. These efforts have been

developed during a series of workshops with the participation of over 40 relevant bodies.

We came together with all the stakeholders of the issue, not just youth employment players.

There are some incentive policies for the development of youth employment. The ministry

gives employment incentives since 2008, when Law No 5760 was passed.



36

A new incentive system which supports both youth and the women has been introduced

with Law No 6111. The system also provides support for those with vocational education and

occupational competency certificates and for other groups such as those who attended

İŞKUR skill development courses.


The announcements are made through ministry web site. We also organize press

conferences with widespread attendance.

İŞKUR and Social Security Institution (SGK) make announcements for their own activities ,

they have local organizations in all cities; thus they have a greater ability to reach young

people there. İŞKUR has the ability to reach young people and schools through its web site,

its provincial offices, and occupation consultancy service.


İŞKUR and SGK make regular announcements. They periodically disclose information about

the number and the content of their incentives, for example. There is an operation on the

implementation of workforce marked monitoring and evaluation system in İŞKUR, the

ministry will be in a position to gather information. The operation is being run both as an

ISKUR project and under the ministry.


Incentives for youth and women have been intensively used since 2008. Naturally, this is not

about the choices of young people but of their employers. Before the Law 6111, employers

could benefit only from one kind of incentive, now they can benefit from both youth and

women incentives -of 5 points reduction in the premiums- simultaneously. This will

encourage youth employment in the short and midterm.

Young people benefit from our internship services more. Our specialized occupational

centers project is implemented by the collaboration of Ministry of National Education, TOBB,

Ministry of Labor and Social Security and İŞKUR. The project is aimed at the encouragement

of youth employment by means of both theoretical trainings and internship schemes. These

programs are mainly implemented through İŞKUR.


We do not get direct feedback from young people. The feedbacks reach us through other

relevant bodies.



37


Our action plan is implemented under the coordination of three ministries: Ministry of

Industry and Commerce, Ministry of Labor and Social Security and Ministry of National

Education hold annual meetings at the end of each year with the participation of the

ministers in order to provide political support at the top level.



these?

NOTES: It is important to have information about the critical points where young people

have problems as unemployment figures for youth are much higher than the overall rate.

We naturally have some information on the issue. As I mentioned before we gather

information through other relevant bodies, but asking young people is the best method.

There are two sides to the issue: young people and employers. We can reach employers

through İŞKUR workforce market surveys. We already reached a significant portion of the

employers; however the information flow from young people is quite limited, so the results

from our activities for the youth are very valuable to us.

The lack of experience among youth is the most important limitation in youth employment;

we try to take measures for this problem. The efficacy of employment incentives and

internship programs with trial periods can be criticized. The meaningfulness of these from

the point of youth can also be considered in depth.

We know the attendance rate for ISKUR’s skill courses is low. If we have information about

the causes for this low attendance, we can provide solutions for it. We need to be

enlightened about these issues.

vi- İŞKUR


Our services are provided for general public. We do not specifically focus on youth, but we

know 45-47% of our beneficiaries are between 17-35 years of age.



38

Amongst the job opportunities we provide, there are activities carried out with Ministry of

National Education. Young people mainly prefer jobs such as school cleaning and planting

trees.

Attendance of girls and young women is generally high in workforce training courses.

We give 60-72 hours of entrepreneurial training. 5% of the attendants launch their own

businesses; we assume this is a successful result for such a program. 3% is considered as

success internationally and by KOSGEB.

Insurance premiums of the attendants are paid and they receive 15 TL/day during

entrepreneurial training. Some people attend only to get these benefits, thus there needs to

be a qualification system in order to reach the real target group. There will be a survey and a

test in order to select the attendants. The target is to reach 10,000 attendants.

Another service provided is on-the-job trainings. On-the-job training is an internship

program, aimed at the development of the vocational skills of graduates from high schools.

The program is intended to encourage employment of the attendants. We match personal

qualifications of the attendant with the needs and requirements of the employer. We give 5

internships in a 100-employe enterprise. If the enterprise does not accept our selection, it

loses the right to receive an intern for that instance. The duration of this program is 6

months and the enterprise may ask for another intern at the end of this period. 65% of the

interns are employed by the enterprises at the end of their internship although it is not

mandatory for the employer.

Interns receive 15TL/day and their insurance premiums are paid by the state. If the intern is

trained through an ISKUR program, her/his premiums are paid by the state for 24 months. If

s/he is a graduate of a vocational high school, the premiums are paid for 12 months. The

beneficiaries of this system are mainly young people between 15-24 and women.

Vocational Trainings: The potentials for workforce market and worker should be compared

and a sound match and balance should be set. The employers do not find young people

competent enough; therefore ISKUR provides vocational training support in order to

accelerate adaptation to workplace and job.

If the enterprise requesting trainings from ISKUR is a non-profit or an educational enterprise,

it has to give 20% of employment guarantee, this rate is 51% for all other private enterprises.

The duration of the employment has to be the same as the duration of the 3-month training.

The employment rate of the service providers has increased whereas the requests have

declined.

UMEM – The demand of the workforce market has been determined by means of need

analyses done in the provinces. 100 vocational high schools have been equipped and



39

instructors have been trained. Students and non-students can both attend these trainings.

The employment rate reaches 90%. The trainings for 2011 have started and 10% of the

target has already been reached.

There can be difficulties with the attendance as the program is between 17.00 and 23.00 on

weekdays or at the weekends.


The announcements are made on the web sites. Service providers can also make the

announcements if we have an agreement with them. Local media is used and invitation

letters are posted and SMS’s sent to those registered to ISKUR.


Impact assessment for entrepreneurial trainings is done.

Monitoring of the courses is done with the bylaws. But no formal monitoring and evaluation

schemes exist.

There is a 5-6-question survey to gather information from the attendants and to measure

the satisfaction.


We have demands from 18-29 age group. The demands of these people can be given by

registration services.


There are 300 occupational consultants at the moment. Young people share their problems

about their employers with these consultants.

We execute a 4-section survey on the adequacy of the workplace, employer and the trainers.

As they take the survey while they are with us, the results for employers turn out to benegative while results for us are always positive. Hence we encourage them to complete the

survey on-line to receive fair results.


We have collaborations with various public and private bodies such as Ministry of National

Education, KOSGEB, Turkcell, Turk Telecom, General Directorate of Social Support and

Solidarity and Ministry of Forests and Environment.



40

We have Umut Yıldızı-Star of Hope Project for children drawn to crime with Security General

Directorate. Vocational trainings provided for these children and their occupational

tendencies are determined. Workforce market has been incorporated into the project by a

tender for the services related to the project.



these?

The gravest problem is the bureaucracy.

The basic problem with workforce market is the lack of goodwill. We analyze their needs,

and provide courses, trainings and supportive programs but still we fail to satisfy them. They

can abuse these services in order to exploit these resources.

Young people/unemployed do not appreciate the jobs offered to them. They have great

expectations when they are employed through İŞKUR and expect to have better working

conditions. They have expectations such as not working at weekends, leaving at 17.00 and

not working in organized zones like OSTİM.

We have problems in planning the coordination of vocational trainings.

NOTE:

Young people should express their requests and expectations. Is it consultancy, underwater

welder’s work? What is it?

vii- KOSGEB


We provide entrepreneurial grants and aid funds to support SMEs and unemployed people.

There is not a program which directly concerns youth employment. There are programs

supporting R&D projects of university students. In this program the student project is

evaluated by a board consisting of various members such as chambers of industry and

commerce, and can receive support upon decision. There are protocols with ISKUR, private

companies and universities in order to support young entrepreneurs. KOSGEB provides

entrepreneurial certificate programs and also supports service sector.




41

The announcements are made on the web site. The announcements are made through

chambers of commerce, artisans and industry. Unemployed people should follow web sites

as they are not registered to these chambers. KOSGEB will be organized in 81 provinces

hereafter. We are organizing introductory seminars and meetings in 60 provinces. A program

for the unemployed can be designed and various parties and social security bodies can beincorporated into this program. Such a program is yet to be considered.


We follow up corporations but do not carry out monitoring and evaluation or the

assessment of the services provided for young people.


We do not have such a database.


We can reach our target groups through our web site which was internationally awarded.

We have got corporate support for our web site to be used actively. We also use the site for

data gathering. http://www.kosgeb.gov.tr


We collaborate with all bodies who request it.


We do not have definitive data on this.


these?

The qualifications of vocational high school graduates do not meet the demand and

expectations of the workforce market.

Occupations that no longer exist in the marketplace are still taught in these schools.

viii- International Labor Organization (ILO)








42

UN joint program” Jobs for Everyone: National Youth Employment Program and Antalya Pilot

Implementation” is aimed at decreasing unemployment among youth and increasing

employment rate for young women. The program started in 2009 with partnership of ILO

and will conclude in 2012.

Contributions to the preparation of ILO National Youth Employment Action Plan according to

humane jobs principles by National Technical Team, and to the implementation of

Occupational Status study by TUİK and İŞKUR. At local level, the capacity of Antalya İŞKUROrganization will be developed and vocational trainings will be given in Antalya.


Activities and studies have been announced by national and local media. ISKUR also

contributed to the announcement in Antalya.


We are planning a project for the encouragement of humane, sustainable and registered

employment for the 15-24 age group and a project for the young people registered to İŞKUR.

These channels are intended to help monitoring and evaluation of our efforts.




UN Joint Program which has started in 2009 and is expected to conclude in 2012 is being

implemented by four UN agencies: FAO, ILO, IOM and UNDP. The program is coordinated

jointly by İŞKUR and the National Program Implementer. The UN Joint Program is funded by

MDG-F provided by the Government of Spain.


The demand for tourism services in Antalya is quite high, but this project is intended to

create various other employment fields.


these?

ix- State Planning Organization (Ministry of Development (DPT)



43


We do not implement programs exactly focused on youth employment on the field.

We do not have documentation on youth employment issue. There are

recommendations in plan and programs for the betterment of the employment of

women and related disadvantaged groups. We disclose unemployment rates.

We recommend actions to alleviate vocational education and employment dispute to

support youth employment.

We also recommend and encourage flexible working schemes.

We participate in relevant meetings and give feedback on the making of the

legislation.

We are a member of UN Joint Program. We work with ILO, UNDP, IOM and FAO for

the preparation of national action plan for “Jobs for Everyone” Project Antalya Pilot

implementation. The program is coordinated by İŞKUR. It is aimed at the assessment

of the opportunities for different job fields in Antalya region.

Ministry of Agriculture, Ministry of National Education, TÜİK, İŞKUR and DPT

contribute to the ideas on the creation of new job fields.

SODES (Social Support Program) is implemented in Eastern and SoutheasternAnatolia. http://www.sodes.gov.tr/SODES.portal This program supports vocational

trainings, sports activities and various courses for youth, fragile, disadvantaged

groups. SODES is implemented by the Governorships in the region.

This is one of the most comprehensive and successful projects on social inclusion in

Turkey. It encourages development of projects created with local initiatives and NGO

partnerships. The projects should have 1-year terms in order to be supported by

SODES.

DPT provides internship opportunities within itself for higher education graduates.


As the implementation of these programs is carried out by various other bodies, the

announcements are made on their own devices too. All information and announcements on

SODES can be found on its own detailed web site. They also have documentation such as

booklet and brochures.

http://www.sodes.gov.tr/SODES.portal

http://www.sodes.gov.tr/SODES.portal



44

Announcements, adverts and calls for tenders also contribute to the communication for

these.


There is a program for the evaluation of investment programs and efficacy of vocational

trainings given by İŞKUR.

A monitoring and evaluation study for SODES will be carried out.

Youth Strategies Program which is carried out in collaboration with General Directorate of

Youth Services has no monitoring scheme. The draft was submitted to the parliament but is

not implemented currently. Youth policies are often ignored when talking about Ministry of

Youth and Sports. It has changed a bit now actually. The draft has gone to the parliament, a

law is considered. We actually do not know how effective we have been in influencing these.

We believe we had positive influence on it, especially on the proposed legislation. We

provide assistance to relevant bodies; the rest is up to them.


Fieldwork is intense in SODES. Fieldwork and interviews produce feedback in the form of

mails, e-mails and visits.


We do not receive direct feedback.


We have partnerships with public institutions, youth and other NGOs. We also provide

guidance to other public institutions.


We reach young people especially through SODES. Educational projects are more successful

and produce faster outcomes. Employment cannot be provided at the end of vocational

training projects, resulting in disappointment and failure.



45

Educational projects are sustainable in terms of their successful results.

Another success is cultural and arts courses and activities. Vocational training projects have

never been that successful.


these?

There are political and bureaucratic obstacles. Employers and employees cannot come to an

understanding for flexible working programs for entrance to workforce market. Trade unions

do not agree with flexible programs and employers are reluctant to improve working

conditions.

There isn’t a comprehensive plan for the projects and activities carried out. The target group

is obscurely defined and information flow is defunct, even non-existent.

Incentives Law has been passed but the results have not been disclosed yet, so we do not

have information about its consequences. The tasks and responsibilities of the institutions

are not defined well.



46

APPENDIX 2: QUESTIONS

Focus group questions

1. Are they aware of the programs designed for them?

Internship and supportive programs

Paid/Free training programs

2. Which institutions do they know?

About education and personal development

About employment

3. Questions about education and future plans

How do they decide on the high schools?

Orientations:

Of family

Of friends

Of social circle

Of teachers

Gender discrimination

Expectations about income

Skills and tendencies

Spatial proximity, and then decisions about higher education

Adequacy of education program

Up to datedness of the content

Learnability

Implementation opportunities



47

Evaluation of the internship programs from the student’s point of view

Positive/negative experiences during internship

Contribution to learn the occupation

Material means or opportunity to learn?

Supports during internship

o From school

o From individuals

Adequacy of timing and duration of the internships

o Hours (nighttime, weekend)

Future expectations

Is it related to the branch s/he plans to work in the future?

Does s/he need further education?

In which field?

Additional certificate or open education opportunities?

Does s/he target higher education?

Does s/he want to start working as soon as s/he graduates?

How does s/he look for a job? Does s/he know methods of job seeking?

Where to apply?

Who can help?

Which are the relevant web sites?

Which methods has s/he used until now?

How does s/he think s/he can find a job easily?



Evaluation of gender difference

Does being a female/male student bring about different roles/expectations?

Opinions about marriage and military service.

Is a mixed or separated educational environment better?

4. Social connections

What are information channels in their hometown?

TOG Youth Employment Research

Documents

Transcript of TOG Youth Employment Research