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TURKISH REPUBLIC OF NORTHERN CYPRUS MINISTRY OF NATIONAL EDUCATION AND CULTURE - page 32 / 53

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The Attributes and General Principles of Modular Programs

Field programs are drawn up according to the fields/branches on a broad basis. Programs are designed within the understanding of modular program. These programs are adequate, flexible, economic, practical, available in heterogenic groups and assist the teacher. Program development process is based on the active participation of the labor market and labor market analysis. Modular programs give the pupil the opportunity to be acquainted with the sectors and choose a job in line with his interests and abilities. These programs are pupil-centered; pupils are more active. Education is given in parallel to the pupil's pace of learning. "ISCED 97" is used in classifying the professions at international level. Pupil's and teacher's modules, method-technique, assessment, resources, tools and materials are prepared. The pupil can get a certificate at any time of the teaching process (in the case when he leaves school). Flexible transition between field and branch programs is allowed. Social partners actively participate in the program development process. Similar professions are gathered on a broad basis. Common skills have common teaching. It is given the opportunity to receive a certificate program in accordance with the needs of the local labor force. The titles and the contents of the teaching programs are harmonious (Automotive Technology). It is given the opportunity to the ones wishing to change their job to receive vocational education just taking the missing modules. The pupil can get both a diploma in the field of a registered profession and a certificate. Upon the completion of modules, assessment is immediately held before the examination period. According to the achievement obtained from the measurement-assessment results, re-orientation is held. Modular programs are so flexible that they can effectively be used in informal education (in lifelong learning education) as well as in formal education. These programs have the flexibility to reflect the proficiency-based assessment and the recent technological developments to education process in a short time.

2. Apprenticeship Education Centers

Apprenticeship education centers offer theoretical and practical vocational educational programs with the purpose of raising the pupil completing his compulsory basic education as a labor force with the qualities necessary for the country. Through apprenticeship education, it is intended to enable the young people to get a job, to take part in industry and to:

  • 1.

    ensure the discipline in working life

  • 2.

    take apprentice pupils into the scope of social security

  • 3.

    organize a particular way of opening a workplace

  • 4.

    determine currently valid professions depending on the professional analysis

  • 5.

    increase the quality and productivity of the work

  • 6.

    to expand the equality of opportunity and facility for education

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