Curriculum, Subjects and Class Hours
In the revised weekly schedule for the general secondary education and vocational and technical schools in particular programs are planned as joint 9th grade. Students in the 10th-grade program, which they will follow at the end of 9th grade, can decide the programs according to the wishes and abilities. The vocational and technical education and academic fields are introduced to the students in the 9th-grade guidance and orientation course, and they are provided with the opportunity to choose the appropriate field / occupational area according to their interests, wishes, and abilities.
10th students in the class are allocated to the 11th grade in the professions and in the 12th grade and graduate and attend to these branches. However, in the Anatolian technical programs, the student is placed directly in the 9th grade in accordance with the central exam score and the preferences of the students. According to the type of school designated by the public courses of the Ministry in the upper secondary education level, branch/field courses and elective courses are available. Common courses in 9th and 10th grade in vocational and technical secondary schools include the following: Language and Speech, Turkish Literature, Religious Culture, and Moral Knowledge, History, Geography, Mathematics, Physics, Chemistry, Biology, Health Information, First Foreign Language, Physical Education, Visual Arts / Music. Elective Courses in Language and Speech, Mathematics and Science, Social Science, Religion, Ethics and Values, Foreign Languages and Literature, Sports and Social Events, Fine Arts and learn lessons from the IT group is located. Anatolian Vocational and Technical High School in the 10th grade is added in different classes according to the area listed above. Since class 11 shows compulsory and elective courses, the student diversity is essential. Turkish, Mathematics and Occupational Mathematics, Religion Culture and Occupational Ethics, Total Quality Management and Business Information and Professional Development Courses are taught in vocational training centers. Teaching curriculum, labor market needs analysis, national occupational standards, national qualifications, international standards and classifications, technological and economic developments concerning vocational and technical education and their subfields are prepared jointly by the university, relevant non-governmental organizations, and field experts and are updated. Vocational and technical education programs, considering classifications like ISCED and FOED to ensure national and international comparability, are developing to provide broad-based and branch specialization. In the 2015/16 training year, education/training activities are still carried out in 52 areas, 204 branches. For the vocational training centers, students choose the area/branch after the 9th grade. Vocational and technical education programs are being developed in a way to ensure broad-based, field-oriented and diachronic achievements, taking into account classifications such as ISCED F and FOED in order to ensure national and international comparability. The curriculum in vocational and technical secondary education institutions in the 2018/19 education year, 53 areas, 199 branches were updated and put into practice. In the vocational training centers, 2016-2017 education year, 31 areas and 152 branches are taught. Starting from the 2017-2018 academic year, there are planned 27 education programs in 14 areas.
The weekly course schedule of the special education vocational high school students with hearing impairment and the programs applied in these high school is the same as the vocational and technical secondary education programs that the normal development students continue. Students with hearing impairment are exempted from foreign language classes.
In the special education vocational training centers where students with mild disabilities and visually impaired students learn, there are 30 hours of weekly course hours, 28 hours of compulsory and 2 hours of elective courses. The compulsory courses come from the "business and professional ethics" course which aims to improve the basic life skills of the students with academic courses, to ensure compliance with the collective, to acquire knowledge and skills for business and profession. The business and professional ethics course is designed to provide students with disabilities with training modules (Handicraft Technology, Food Technology, Beauty and Hair Care, Construction Techniques, Chemistry, Accommodation and Travel Services, Printing Technology, Metal Technology, Furniture and Interior Design, Motor Vehicle Technology, Ceramic and Glass Technology, Agricultural Field, Textile Technology, Installation Technology and Air Conditioning, Food and Beverage Services, Information Technologies, Office Management and Clothing Production Technology.
The weekly course schedule is 30 hours in the special education business application centers (schools) where the students with middle and/or severe mentally retarded students are educated. In addition to the academic knowledge and skills, the training programs in which the business education practices are included are implemented. Based on this program, the PEP is prepared and the aims and behaviors of the PEPs are taken into account in evaluating the individual's achievements.
Teaching Methods and Materials
Every teacher is responsible for making necessary preliminary studies based on the curriculums related to their course. In principle, every teacher in secondary education institutions drafts an annual plan for the rendered courses at the beginning of the academic year, which is ratified by the principle. The daily plans are conducted according to the annual plan. Each program for every course is like a teacher’s map. Teachers are allowed to employ visual tools such as video, slide, tape-radio, overhead projector, television, etc. However, this equipment does not exist in all schools. Most of the schools must be fitted with the internet and information technology tools for the use of teachers and pupils. The general objectives of the program courses include units, located on the achievements and topics of each unit. The program also includes examples of activities with the description and examples of process arrangement and evaluation. The coursebook is a guide for teachers. These programs have to be drafted on the basis. Textbooks approved by the Ministry of National Education at all levels of education (public/private schools) are distributed free to students.
For this purpose, the studies on the establishment of information technology classrooms are intensified within recent years.
Students carry out projects and performance studies other than written tests depending on the features of schools, as well as such studies as seminars, conferences and so on aiming at activities for public services. Students carry out at least one performance study for all courses in a semester and prepare a project work at least for one course in an academic year. As for Anatolian Imam Hatip high schools, ayahs and hadiths are memorized in vocational courses and also they rehearse for the courses of oratory and vocational practice in mosques and Quranic courses, detail of which is given in the official internet site.