welcome to turkey hoşgeldiniz willkommen bienvenue bem-vindo bine ai venit benvenuti...

WELCOME TO TURKEY Hogeldiniz Willkommen Bienvenue Bem-vindo Bine ai venit Benvenuti Powitanie

Sevgili Avrupal dostlarm, lkemize ve okulumuza ho geldiniz. Sizleri okulumuzda grmekten sonsuz mutluluk duyuyoruz. Yaklak bir sene nce tantk ve byk bir gayretle projemiz iin almaya baladk. Baarl ibirliimiz sayesinde projemizin btn ulusal ajanslar tarafndan kabul edilmesi bunun kantdr. Tm ortak lke okullarn bugn burada grmekten mutlu olduumuzu ayrca dile getirmek istiyorum. ki yl sresince birlikte ok iyi projelere imza atacamza ve projemiz bittikten sonra da dostluumuzun ve iletiimizin devam edeceine tm kalbimle inanyorum. Ve imdi okul mdrmz Sayn Ali Kartal konumasn yapmas iin krsye davet etmek istiyorum.

School Headmaster AL KARTAL Dear European Colleagues Welcome to our country and to our school ! We are very happy and proud of having the first meeting of our project which will last for 2 years and hosting you here in our city. I expect our partnership will be a great contribution to our institutions and students both professionally and culturally.

During your visit in our city, I hope you will enjoy and have a good time, and leave Turkey with good feelings. Also I believe that you will contribute to intercultural friendship and peace by sharing Istanbul memories with your your families, students and colleagues. Thank you all and I wish you a good meeting.

OUR SCHOOL Pendik Trade Vocational High School & Anatolian Trade Vocational High School

Our school opened in 1999 in Pendik and includes two schools: Trade Vocational High School and Anatolian Trade Vocational High school which has more English lessons. The school headmaster is Ali KARTAL. There are 1300 students and 70 teachers in our school and the branches are Accountancy and Finance, Information Technology, Office Management, and Marketing. Up to now 2674 students graduated from school and started to work in different sectors.

In Turkey, the high school education lasts for four years after primary school. Students come to the trade vocational high schools according to their graduation scores, and to the Anatolian trade vocational high schools according to their exam results. During the high school education, common subjects are taught in the first year and then students start to study their branch subjects in the second year. The theoric part of the subjects such as pre- accountancy, accountancy, finance, and tax system are taught during the education process and in the 4th year, students do their trainings in the institutions three days a week. This year 297 students are doing their trainings in 246 public and private institutions. Our aim is to have students who are ready to the world of work as qualified accountants Accountancy Education in Our School

Turkey has been trying to improve the vocational education system to raise the quality of labour force and the employing facilities in every field of economics for a long time. This struggle becomes more meaningful in terms of Turkeys competitiveness among the leading economies in the world and the process of becoming a member of the European Union. Our country will bring a new understanding to the vocational education system which trains skilled staff members for this field which is very important for its economy. The Accountancy and Finance program has been designed with the aim of giving the national and international capabilities to the staff members in accordance with the principles of lifelong learning. THE PRESENT CIRCUMSTANCES AND THE FUTURE OF THE FIELD

Computerized Accounting Foreign Trade Office Services Finance and Stock Exchange Services Accountancy, Finance and Stock Exchange Services are indispensable parts of all sectors. This occupation is changing and developing in parallel with the technological advances in the same speed. Accountancy and Financing services are carried out on computer. This development brings out a need for staff members who can keep step with the rapid changes in their occupation field. OCCUPATIONS IN THE FIELD

COMPUTERIZED ACCOUNTING STAFF A computerzed accountant is a skilled person who creates the account plan system, transmits the information and the documents which constitutes the declaration, uses the computer organizing the declarations, records the books in accordance with the regulation, follows the credit and current account state of the firm, writes the reports and the correspondences which provide the coordination,and has information about the procedure of Social Security Institution

Their duties are To create the account plan system, To transmit the information and documents which constitutes the declarations. To order the declarations, To use computer, To record the books, To follow the credit and current account state of the firm To maintain the coordination To write the correspondences and the reports, To arrange the information about the Social Security Institution and the Employment Institution.

FOREIGN TRADE OFFICE STAFF A foreign trade office staff is the one who receives orders at a company which has import and export operations, prepares the order forms and pro forma invoices, informs the orders to the production-planning department and follows the process of transportation of the products, customs procedure and collects the value of the products.

Their duties are: To make working plans and organizations, To fill out the required forms about the orders, To provide the coordination with the production- planning department, To prepare the related importation and exportation documents, To provide the communication between the transportation firm and the customs broker, To communicate with the related departments and the customer after the import/export process, To control the current accounts of the customers and dispatchings and to write the reports.

Accounting services are generally carried out in offices. There isnt a serious risk in terms of workers health and safety. As the reports and declarations used in accountancy are daily, time is important while carrying out the taxes and charges. It is important to carry out the duties on time. The incomes of the profession members are determined by Chamber of Certified Public Accountants. The incomes of the other groups vary according to the workplaces. WORKING ENVIRONMENT AND CONDITIONS

PLACEMENT OPPORTUNITIES The profession members can work at accountancy and financial advisor offices, in the related departments of foreign trade and finance institutions and accountancy services of commercial companies. They can also work at the departments related to financial affairs of every kind of institutions. This profession has a wide workspace. In our country, accountancy is a profession which is arranged by law. The students who graduate from anatolian vocational trade high school and vocational trade high school can gain these titles on the condition that they fulfill these conditions.

EDUCATION OPPORTUNITIES Vocational education is carried out with the diploma programs of vocational high schools in the fields of accountancy and finance, vocational education centers and various education institutions. After high school, the ones who passes the university entrance exam can go on their bachelors degree or go on their education at the related departments of academies. The ones who graduate from vocational academies can go on licence education with the passing exam. During the training period, they work in the offices of independent accountants, certified public accountants, or sworn in certified public accountants at least with the minimum salary and health insurance.

Other education centers Vocational education centers are the institutions which have been opened with the aim of training the candidate apprentice, apprentice, headworkers and craftsmen in the cities where apprentice education is carried and in different jobs and opening various vocational courses. In vocational education centers, accountancy and finance education is carried out. Graduate and undergraduate tranfers will be possible as a paralellism is provided between modular programs and high schools. Public education centers educate the people at every age and level with common education programs which can be applied everywhere and everytime in lifelong learning perspective.

CAREER OPPORTUNITIES They can start their carreer in accountancy and financial advisor offices, in the related departments of foreign trade and finance institutions and accountancy services of commercial companies after taking their adequacy certificate and completing their training period during their education.

THE LEVELS OF PROFESSION In legal form and by the law, the accounting profession in Turkey was established at three levels (types): Independent/Free Accountant, Certified Public Accountant, Sworn in Certified Public Accountant.

INDEPENDENT ACCOUNTANT This is the lower level, which is called the independent accountant. They could not undertake consultancy or financial audit assignments. They can do book keeping, preparing financial statements, preparing tax statements of the firms.It can be argued that it is similar to the accounting technician existing in New Zealand and Britain or general accountant in Canada.

People who graduate from colleges where four-year university education is delivered in the fields of law, economics, finance, business, accounting, banking, public management, and political sciences can enter to this level of accountancy. They should gain two-year practical experience, and should pass examination of professional assessment. People who graduated from junior colleges where two-year university education is delivered in the same fields can also enter, however, four-year practical experience is needed besides exam. The door also is open for vocational high school graduates to enter this level, but six-year practical experience is needed besides exam.

CERTIFIED PUBLIC ACCOUNTANT The second one is the middle level of the Turkish accountancy, which is called the certified public accountant.They mainly have the authority to audit financial statements, and to approve tax statements. Only graduates from colleges where four-year university education is delivered in the fields of law, economics, finance, business, accounting, banking, public management, and political sciences can enter to this level of the Turkish accountancy. They should gain two-year practical experience, and should pass qualifying examination as professional assessment.

SWORN IN CERTIFIED PUBLIC ACCOUNTANT The third one is the top level which is called the sworn-in certified public accountant. Having the same authority as the state auditors have in order to audit the tax refund statements etc., they are seniors of the accounting profession in Turkey. Ten-year experience in practice for public interest is needed and a heavy qualifying exam should be taken by certified public accountants to be licensed as sworn in certified public accountant.

QUESTIONNAIRE In the questionaire, students in 12th grade were chosen and we tried to analyze their satisfaction and the factors. Students were asked 40 questions which were grouped in 3 categories. These categories: Their satisfaction with the school education Their satisfaction with the training institution Their self- efficacy

1- Analyze of the students satisfaction with school education In order to determine the students satisfaction with the school education 13 questions were asked. These questions were about: Qualification of the school in terms of vocational education Qualification of the teachers in terms of vocational knowledge Adequacy of the education technologies Quality of the education and course programmes

2- Analyze of the students satisfaction with the training institution: In order to determine the students satisfaction with the training institution 13 questions were asked. Qualification of the institution in terms of their future career. Attitude of the workers towards the trainers Adequacy of the training period, and adequacy of the wages- transportation- lunch

3- Analyze of the students self efficacy In order to determine the self efficacy of the 12th grade students 14 questions were asked. These questions are about - their perceptions about vocational education, - their future plans, - their decisions on continuing their career with this profession.

EVALUATION OF THE QUESTIONNAIRE

A. Relation of the students choices about entering the trade vocational high school, their success in the lessons and their future plans. % 55 of the students indicated that they entered the school in order to find a job easily after graduation. % 89 of these students are successful in their lessons at school. %8 of the students indicated that they had no choice rather than trade vocational school. And % 34 of these students are successful in their lessons at school. % 36 of these students who have no choice rather than trade vocational school are planning to have a different career.

B. Findings on studentss satisfaction with the school. %85 of the students indicated that they are satisfied with the school education. %70 of the students indicated that they use the school laboratory for their vocational education. %39 of the students indicated that the knowledge in the course books does not support the practical life.

C. Findings on the students satisfaction with the training institution. %80 of the students indicated that they are satisfied with the training institution. D. Findings on the students self- efficacy According to the results %75 of the students indicated that they are pleased with their choices and preferences. And self efficacy of the students who entered because of the job opportunities, is higher that the self efficay of the students who entered the school because they had no choice.

Result of the Questionnaire The commission of vocational teachers, guidance counsellors with the contribution of the chambers is to determine the content of the courses before the application of the plans with theoretical knowledge. The commission which is to prepare this organization has to take into account the sectoral feature of the city or region. It is very important for students to catch up with the changes, adapt themselves and prepare for the work life in front of the developments in science and technology.

The Questionnaire Questions 1. The course books consist of sufficient knowledge about accountancy 2. The theoretical knowledge in the coursebooks supports the practical life. 3. I think the knowledge in the coursebook is actual. 4. The knowledge in the coursebook is appropriate for our level. 5. The education at school is sufficient for the training in the institution. 6. I can use the school laboratory in order to improve my vocational education. 7. The coordinator teacher is interested in my development. 8. I think the teachers have sufficient professional knowledge. 9. I get sufficient answers to the vocational questions from my teachers. 10. The teachers contributes to my vocational education sufficiently. 11. The classes are crowded in terms of having an efficient lesson. 12. Regulation of passing the class affects the students positively. 13. Reward and discipline regulations affect the students positively. 14. Doing my training in this institution is very important for my future career. 15. I am pleased with the behavior of the workers of the institution. 16. Doing my training in this institution contribute my vocational education. 17. The workers deal with my problems in the institution. 18. I would like to continue working in this institution after my training. 19. The number of days of training in a week is more than necessary. 20. I would like to do my training in this institution again if I had a chance to choose it.

21. The master trainer deals with me sufficiently. 22. The institution apply a different programme for trainers 23. The institution supplies lunch and transportation. 24. The institution gives me the wages in time. 25. The institution gives me a low wage according to my work. 26. I have some problems with my training documents in the institution. 27. I feel insufficient in vocational terms in the institution. 28. I will do lots of proud things in my job in the future. 29. I would not choose this branch if I had an another chance. 30. I do not like working in this branch. 31. I dont feel sufficent in the duties of the institution. 32. I think my professional background is sufficient. 33. I can easily learn the new accountancy knowledge. 34. I can easily use my theoretical knowledge in practice. 35. I believe I will use the vocational knowledge in the future. 36. I can follow the actual knowledge about my profession. 37. I entered the trade vocational high school to find a job easily. 38. I entered the trade vocational high school because I had no choice. 39. I would like to change my profession after high school. 40. I am pleased with my future profession.

What is the SVET Project? SVET is a five-year project resulting from an agreement signed between the European Commission and the Government of Turkey, and has a total budget of 58.2 M. The project aims at strengthening Turkey 's VET system rather than imposing an alien structure. Turkey 's international trade, its political ambitions for joining the EU, and its promotion of domestic and international investments give the project an urgent international dimension. This also implies that Turkey has to use all its economic resources, and also that a degree of decentralisation is inevitable since much of its industrial and economic activities are regionally based.

The project finds itself at the centre of a debate about the relationship (actual and desired) between labour and education; of another debate about central, provincial and local responsibilities; and of a third debate about the likely career path of VET graduates. The final outcome of the project should be a strong VET system supported by a National Qualification System with national and international credibility

welcome to turkey hoşgeldiniz willkommen bienvenue bem-vindo bine ai venit benvenuti...

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