Scholarly article on topic 'The Effect of Training on Vocational High School Students in their Professional Development'

The Effect of Training on Vocational High School Students in their Professional Development Academic research paper on "Educational sciences"

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Abstract of research paper on Educational sciences, author of scientific article — Oktay Emir

Abstract Employees with sound educational backgrounds are crucial determinants of competition among the businesses. The importance of the employees in this field makes it necessary that students should be offered good education which should be supplemented with implementation from the field. In this implementation phase the internship takes an important place. In this study which deals with the expectations and post-internship experience of the vocational higher school students, the questionnaire technique was employed as the means of data collection. The findings of the study suggest that the opinions of the students who completed their internship and who have not completed their internship have been found out to be over 3 (positive) out of 5. This study draws a picture of the internship experience perceived by the statements and suggestions have been put forward.

Academic research paper on topic "The Effect of Training on Vocational High School Students in their Professional Development"

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Procedia - Social and Behavioral Sciences 106 (2013) 2724 - 2738

4th International Conference on New Horizons in Education

THE EFFECT OF TRAINING ON VOCATIONAL HIGH SCHOOL STUDENTS IN THEIR PROFESSIONAL

DEVELOPMENT

Oktay EMIR*

Anadolu University,Faculty of Business Administration, Department of Hospitality Management,Campus of Yunus Emre 26470

Eskisehir-TURKEY

Abstract

Employees with sound educational backgrounds are crucial determinants of competition among the businesses. The importance of the employees in this field makes it necessary that students should be offered good education which should be supplemented with implementation from the field. In this implementation phase the internship takes an important place. In this study which deals with the expectations and post-internship experience of the vocational higher school students, the questionnaire technique was employed as the means of data collection. The findings of the study suggest that the opinions of the students who completed their internship and who have not completed their internship have been found out to be over 3 (positive) out of 5. This study draws a picture of the internship experience perceived by the statements and suggestions have been put forward.

© 2013TheAuthors.Published by ElsevierLtd.

Selectionandpeer-review underresponsibilityofThe Association of Science,Educationand Technology-TASET, SakaryaUniversitesi, Turkey.

Keywords: internship, vocational high school, Eskisehir -Turkey

INTRODUCTION

Employees form the social and economic focus point of enterprises. Employees take place at each stage of operating activities and perform efficient tasks. The existence of employees who received a decent education and have a high level of professional and social responsibility keeps the enterprises ahead of the game. For the enterprises to survive and achieve their goals in this competitive environment, it is necessary to use the resources efficiently and take decisions actively and quickly

* Corresponding author. Tel.: +90-532-472-0723 E-mail address: oktayemir@anadolu.edu.tr

1877-0428 © 2013 The Authors. Published by Elsevier Ltd.

Selection and peer-review under responsibility of The Association of Science, Education and Technology-TASET, Sakarya Universitesi, Turkey. doi:10.1016/j.sbspro.2013.12.313

(Tengilimoglu and Acar, 2004). Therefore, employees with a good education in their field are at a determining position in providing both the competition at both national and global level. Especially with the growth of service sector, educated and qualified labor requirement has become more important (Kizilirmak, 2000). Additionally, the imperative of providing quality service considerably necessitates a higher level of professional and technical education for the labor to be employed in the related sector (Timur, 1994). This situation necessitates the business life and vocational education/training to be performed in parallel with each other (Sevim and Karamete, 2003). Vocational education is "the education by which the individuals are coached for a profession, the ones who already have a profession are provided assistance for career development and accommodation to new professions, the individuals receive certificates and diplomas through education in accord with the interests, desires and needs in their daily lives, knowledge and .skill are provided" (Resmi Gazete, Official Gazette, 2002). Employees who are going to work at intermediate and mid-levels are educated through vocational education. Organizational structure of an enterprise consists mostly of the employees working at mid and lower levels. Hence, the enterprises should pay attention to qualified work force to compete and meet the expectations of customers. Especially, the purpose of vocational educational lies behind the activities aimed towards the use of theoretical knowledge, which the students receive by vocational education, in the business life (Bahadir and Oguz, 2012).

Attitudes and approaches of enterprises towards interns are of great importance. Covering the expectations of interns make them love their jobs. In the previous studies carried out, it stands out that the interns whose expectations are not covered and who have experienced malpractices turn onto different jobs. Especially in the service sector in which individual labor is intense, high labor turnover rates affect the decisions of interns related to their careers negatively and causes an outward mobility in the sector (Turkay and Tuzemen, 2009). Among the reasons which increase the rate of labor turnover rate and force the interns to leave the sector are physical insufficiency in working conditions, lack of social rights, low wages, failing to satisfy the expectations of interns, individual factors and the imbalance of working hours etc. (Qimen, 2008; Duman et. al., 2006). In a research carried out by Sariijik (2007), it is stated that the students of Vocational High Schools doing training in the field of tourism think that the job fits in their skills and do not plan to change the sector they are working. On the other hand, in a research carried out by Avci (2011), it was indicated that the students receiving tourism education at undergraduate level want to work at the tourism sector after graduation. In the research carried out by Bahadir and Oguz (2012) related to the training practices of the students of Vocational High School of Technical Sciences, it is stated that the students are content with the training practice and the advantage of finding a job is provided. Moreover, in a research conducted by Terim and Ozturk (2009) on students having the education of accounting, it was revealed that the students both find the education sufficient for training and are disposed to work in their fields after graduation. Actually, this situation presents an expected or ordinary result.

It is indicated that in Turkey, there are substantially a lot of skilled labor who completed their vocational education especially at the level of secondary and higher education but in general, the enterprises do not take advantage of this labor (Hacioglu et. al., 2008). Numerous variables might create this situation. Yet, what is important here related to this problem is to look for whether the labor demand that the sector needs and supplied labor expectations are met or not. First of all, training a work force qualified enough to meet the expectations of the business world should be the priority of educational institutions. Especially, the institutions providing education in vocational and technical field to train personnel for intermediate level should continuously revise and develop their curriculums. Moreover, Vocational High Schools should update the content of education

provided within the criteria of expectations and training individuals who have flexible skills (Vurgun, 2009). On the other hand, considering the contribution of employee satisfaction to the organizational commitment, these enterprises should be sensitive to the interns (Kujluyan and Kujluyan, 2005). Furthermore, legal regulations which offer incentives to support the sector and individuals for vocational and technical education will enable the students to make more positive evaluations about career planning (Duman et. al., 2006).

CONCEPTUAL FRAMEWORK

In Turkey, training within the scope of university education give the students a chance to observe business life by providing experience for their jobs/professions and an opportunity for them to compare their theoretical knowledge with practice. In the sense of the students gaining vocational experience before professional life and being ready for the problems of the professional life with these experiences, training period is one of the essential levels of education (Karacan and Karacan, 2004). Vocational High Schools are the schools providing two years higher education with the related areas after high school and their equivalents. The purpose of Vocational High Schools is to train intermediate level employees that the relevant sectors need. At these schools, students receive theoretical education for four semesters. In addition to that, each university organize a training directive within the framework of Training Regulations issued by the Council of Higher Education being in accordance with their programs and implement this directive. The Council of Higher Education arranges the activities targeted at the skill training of students with a regulation within the frame of the legislation. The purpose of this Regulations Concerning the Basis and Procedures Related to the Education, Practice and Training of Vocational High School Students within the Vocational and Technical Education Area is "to reinforce the theoretical knowledge and experiences, improve the skills and experiences acquired through laboratory and workshop practices and to enable these students who are being educated at the vocational high schools within the Vocational and Technical Education Area to learn the responsibilities, relations, organizations, production process and new technologies of the work place to be worked". Furthermore, training period of these students is arranged in the 17th Article of the same Regulation as being not less than 30 workdays (240 hours) and more than 60 workdays (480 hours) according to the qualification of program (www.yok.gov.tr). Starting from this point, Vocational High Schools should plan and coordinate their education and training programs in line with the purpose stated in the Regulations. The intensity of competition forces the business world to create differences. In this respect, qualified labor force creates the most important differences for the enterprises. Since this qualified labor force will tip the balance in the creation of other differences, qualified labor force being one of the main factors of development in any field is the key to competition and quality (Sems and Clements, 1996; Ünlüönen, 2000). Vocational High Schools training intermediate personnel have to conduct their educational and training programs in a way to integrate theory and practice at each stage. In other words, for the education provided to students to be successful, theoretical education should be supported by hands-on training (Firat, 1997; Rimmington, 1999; Velde and Cooper, 2000; Morrison and Q'Mahony, 2003; Qetin, 2005; Pelit and Gü?er, 2006; Alexander, 2007). Evaluating the studies (Qetin, 1995; Altinay, 1996; Cooper et. al., 1996; Kozak, 1999; Kujluvan and Kujluvan, 2000; Tan and Morgan, 2002; Riley et. al., 2002;; Yildirim, 2002; Ilgaz and Qakar, 2002; King et. al., 2003; Karacan and Karacan, 2004; Gören, 2005; Benli and Karaosmanoglu, 2005; Qetin, 2005; Duman et. al., 2006; Ta§kin, 2006; Pelit and Gü?er, 2006; Sarnjik, 2007; Dagdeviren, 2007; Terim and Öztürk, 2009; Türkay and Tüzemen, 2009; Wang et. al., 2009; Bahadir and Oguz, 2012) carried out for the training practices of schools providing education oriented at a profession, it is possible to draw inferences that the skill training is not at

a desired level, since the curriculum of these schools are predominantly based on theoretical education. This situation reveals the explicit face of the problem. Therefore, determining the real issues that cause the problem would eliminate the problems. It is known that in Turkey, public institutions carry out many activities to enhance the quality of education and improve vocational and technical education as in other areas/fields. To understand this subject better, first of all, it would be useful to investigate where the Vocational High Schools in Turkey stand in numbers. According to information provided by the Council of Higher Education on the date of 10 May 2013, there are 976 Vocational High Schools and with 13508 programs, education and training are provided. In 2011-2012 academic year, the number of students registered to these programs being 420922, total of 109552 graduated from these programs at the end of 2012. The numbers given above indicate the importance that our country places on vocational and technical education. What should be taken into consideration here is that in these schools, qualitative quality should also be improved as well as the quantitative quality. With the sense of the requirement that the country resources should be used wisely, at the stage of establishment of these schools, feasibility studies should be conducted and region(s) in need of schools and programs should be determined. For example, whether there is a chance for the students to do training during the program and to find a job after graduation within the region where these schools will be established or the immediate vicinity or not is a question to be answered beforehand. For this reason, the development of the cooperation between the related sector(s) and educational institutions will increase the local, regional and national contribution to the satisfaction of need(s). In addition to that, physical structures of these schools should not be designed just for theoretical education but also should include classrooms and functional workshops that will serve the needs. Another important problem confronted related to this issue is that there are differences among the training directions and training practice processes of Vocational High Schools. It is seen that there are major practical differences among the schools and programs in terms of both training period and training practice. In the studies (Kujluvan, 2000; Koyuncu 2000; Demirer, 2000; Yagci, 2001; Gufer, 2004; Kozak, 2005; Qelik 2006; Qevik, 2007; Temircan, 2009; Ba§er, 2010; Turkseven, 2012) carried out for this issue, the representatives of sectors stated that the students especially at the level of higher education do not have enough practical knowledge and this causes adaptation problems within the enterprises. In accordance with either the results of studies conducted related to this issue or the regulations arising from the implementations of the union countries during the process of adaptation to the European Union, it is still possible to express the existence of these problems even though the related schools show a great effort for making up their deficiencies (Emir et. al., 2010). The way to eliminate these problems is providing students the skill training for practice at schools in the field of practice. These kinds of practices should guide the students later for the training period they will attend (Velde and Cooper, 2000: 83; Pelit and Gufer, 2006). This research attempts to measure the perceptions related to training practice of the students who performed and did not perform training. To the term of training, writers have made different definitions, the essence being the same. According to Qetin (2005), training is "the use and practice of academic knowledge of individuals who have theoretical professional knowledge in real life, in other words, the experience of turning the acquired information into behavior by practicing and experiencing. " Training is defined as "the process of putting the theoretical knowledge received at Vocational High Schools into practice under the custody of a master trainer in the appropriate enterprises" by Bila (2006). And Turkish Language Association (2013) defines training as "The period .spent by an individual by working at one or more than one department of an enterprise to improve his vocational knowledge " or "Practical learning period experienced by an individual who will acquire a profession". As it can be understood from the definitions, training enables students to see the working conditions, to learn the necessary competencies for their professional developments, to make a professional circle, to

socialize and to meet with realities (Ilgaz and Qakar, 2002: 385; Qalik, 2006). Accordingly, the first acquaintance and perceptions of students with the business world start with the training period (Türkay and Tüzemen, 2009; Ba§er, 2010). Training activities of students carried out within the enterprises during the academic period offers the students an opportunity to practice and observe the real applications at the enterprises by helping the update of information out of date being one of the significant problems of vocational education(Sevim and Karamete, 2003; Qetin, 2005; TOBB, 2007). Thus, while the professional ethics and work discipline senses of students are improving, they will exert effort to develop themselves with the pleasure taken in the contribution that they are providing to the production during their training activities (Bului;, 1992). A conscious and systematic training will enable the students to make a good preparation for the future. Therefore, enterprises bear a great responsibility (Cho, 2006). These enterprises should regard the interns as their backyards in other words, each contribution made for the interns are making investment on the future of the enterprise. In this respect, the enterprises can train personnel suitable to their identities by employing interns and thus they would not have difficulty in finding personnel. Hence, the training practice contributes both to the enterprises and interns. During the training period, difficulties and technical points of the job, faults and deficiencies should in particular be informed to the interns. Training process should be taken as a part of educational process. In this regard, training might be evaluated as an educational system that provides benefits to the students such as experiencing the working conditions related to the tasks to be carried out by them in the future, learning and consolidating the work processes, being responsible and adapting to the work. Hence, the enterprises should conduct the training process of interns within a plan under the coordination of a consultant (Qetinkaya, 2004: Qetin, 2005; Yer, 2006).

Broadly speaking, training makes up an important part of the professional and technical education of students. The studies carried out related to this subject up to date have brought forward many proposals to the parties (relevant sector and school) about the training. In line with the proposals, those parties have adapted the changes regarding their own shares. Today, competition is a subject that not only applies to the enterprises but also other sectors such as education, health, etc. From this point of view, students who receive a qualified education in a related field will be more successful in their business life. Accordingly, it is possible to indicate that knowing the state of expectation and satisfaction of students from the training will make a contribution to both the literature and the parties (related sector and school) related to the subject and the ones who will develop a plan and project.

2. PURPOSE OF THE RESEARCH

The purpose of this research is to emphasize the effect of training on the professional development of Vocational High School Students. Within this framework, by determining the perception of training by the students who did not do training and completed the training period, the differences are specified. By means of specifying the mentioned differences, the effect of training on the professional development of students are tried to be determined.

3. METHOD OF THE RESEARCH

Sample group of this research consists of 275 (63,8%) students who have not performed training yet and 156 (36,2%) students who have completed their training out of a total number of 431 students from Anadolu University Eskisehir Vocational High School and Porsuk Vocational High School. For the research, questionnaire technique is used as the data collection method. The questionnaire was conducted to students within the scope of research through face to face interview method. Of the questionnaire comprising of two sections, there are some questions about demographical features (sex, current grade, the Vocational High School they receive education and the methods by which they have found the enterprise they do training) of participants within the first section. The second section of the questionnaire consists of 17 statements designed as 5 point Likert Scale (1=strongly disagree, 2=disagree, 3=neutral, 4=agree and 5=strongly agree) to determine the expectations of students to do training and the evaluations of students regarding the training. The second section of the questionnaire used in the research are created upon the revision of previous studies (Kozak, 1999; Kuçluvan and Kuçluvan, 2000; Kozak and Kizilirmak, 2001; Jenkins, 2001; Sevim and Karamete, 2003; Karacan and Karacan, 2004; Unluonen, 2004; Kozak, 2005; Guçer, 2004; Aksu and Koksal, 2005; Benli and Karaosmanoglu, 2005; Pelit and Guçer, 2006; Sariiçik, 2007; Içli, 2007; Emir et. al., 2008; Richardson, 2009; Wang vd., 2009; Terim and Ozturk, 2009; Unluonen et.al., 2010; Bahadir and Oguz, 2012) related to the subject. Appropriateness of this section of the questionnaire in terms of both the content and comprehensibility is controlled by taking expert opinions and making face to face interviews with 30 individuals who have the same features with the target audience (students of Eskisehir Vocational High School) with a preliminary application. Thanks to the interviews made with the aforementioned group and the feedbacks, comprehensibility of all the statements in the questionnaire is checked.

The data collected in scope of the research analyzed by using statistical data analysis techniques by SPSS (Statistical Package for Social Sciences) program in accordance with the purpose of research. In the analysis of collected data, percentage and frequency distribution, arithmetic mean, standard deviation and independent samples t test are used. Regarding the reliability analysis in relation to the second section of the questionnaire, Cronbach's Alpha is computed as a = 0,908 for the students who did not perform training and a = 0,911 for the students who did not. The results seem to be sufficient in terms of the reliability of the scale used in the research (Alpar, 2011).

4. RESULTS

Frequency and percentage distribution with reference to some demographical features of students consisting of the sample group of the research are given in Table 1. When the individual features of participants are evaluated in Table 1, it can be seen that of the participants; 63,8% have not performed training, 36,2% have completed training period, 58,2% male, 41,8% female, 75,2% are among 18-20 age group and 42,0% first grade, 58,0% are second grade students. The results of t test concerning the comparison of training practice status, grade and gender of the students with participants' opinion is presented in Table 2.

Table 1: Demographical Characteristics of the Participants

Variants Groups f %

Status of training Have not performed 275 63,8

Have performed 156 36,2

Sex Male 251 58,2

Female 180 41,8

Age 18-20 324 75,2

21-23 95 22,0

24 and over 12 2,8

Grade 1st Grade 181 42,0

2nd Grade 250 58,0

Table 2: The Comparison of the Participants' Opinion According to Training Status and Gender.

Variables Groups X d.f. t p

Training Status Those who have not 4,09 0,55 2,731 0,007*

Those who have 3,93 0,67

Grade 1st grade 4,15 0,48 3,528 0,000*

2nd grade 3,94 0,67

Gender Male 4,02 0,61 0,373 0,710

Female 4,04 0,59

*p<0,05

According to findings in Table 2, the general (total) opinions of the students who have not performed training (X = 4,09) is higher than (X = 3,93) those who performed their training. It was found that the opinions change meaningly according to the grades of participants (p<0,05). When we evaluate the mean values, we see that the mean value of the first grade students (X = 4,15) is higher (more positive) than that of the second grade students (X = 3,94). This is because second grade students are mostly consisted of the ones who performed their training. On the other hand, it was observed that there is no meaningful difference in general training evaluations according to genders (p>0,05). It was concluded in a research carried out by Bila (2006) that the level of utility of summer training does not meaningly change according to gender. Opinions of Vocational High School students who have performed and have not performed training regarding the practice of training and findings related to the comparison of the mentioned opinions are provided in Table 3. According to the findings in Table 3, it is concluded that the opinions of the students who have not practiced their training yet and who completed their training about the training practice

are generally positive above 3 points, which is medium level. In other words, the mean values in Table 2 revealed that training expectations of those who do not practice training and perceptions for training of those who did training are positive. On one hand, there is no statistical meaningful difference between the opinions of the students who have not practiced their training yet and who completed their training about the 10th, 11th, 14th, 15th, 16th and 17th items (p>0,05). On the other hand, opinions of students meaningly become different according to 2nd, 3rd, 4th, 5th, 8th, 9th, 12th and 13th items (p<0,05). Evaluations about these differences have been presented below.

• The expectations, of students who did not perform their training, in the subject "Application of the theoretical knowledge learned at school during training (item 2)" (X = 4,07) is higher (X = 3,75) than the perceptions of the students who did their training (more positive).

•The expectations, of students who did not perform their training, in the subject "The parallelism between theoretical education and practices in enterprises (item 3)" (X = 3,85) is higher (X = 3,56) than the perceptions of the students who did their training.

•The expectations, of students who did not perform their training, in the subject "Seeing current issues and new developments not seen during theoretical training in the practice (item 4)" (X = 4,24) is higher (X = 3,88) than the perceptions of the students who did their training.

•The expectations of students, who did not perform their training, in the subject "The interest in the field of education after training (item 5)" (X = 4,05) is higher (X = 3,79) than the perceptions of the students who did their training.

• The expectations of students, who did not perform their training, in the subject "Contribution to foreign language development (item 8)" (X = 3,35) is higher (X = 3,14) than the perceptions of the students who did their training.

• The expectations of students, who did not perform their training, in the subject "Contribution to success of business life after graduation (item 9)" (X = 4,17) is higher (X = 3,96) than the perceptions of the students who did their training.

• The expectations of students, who did not perform their training, in the subject "Contribution to the will to work after school is finished (item 12)" (X = 4,16) is higher (X = 3,98) than the perceptions of the students who did their training.

• The expectations of students, who did not perform their training, in the subject "The idea of receiving in-service training in places where training is performed (item 13)" (X = 3,96) is higher (X = 3,63) than the perceptions of the students who did their training.

Table 3: The results of t test regarding the comparison between the ideas of students who will do training and who did their training.

s ■S O " ¡5 Expressions Training Status X Degree of freedom t p

1 I believe that I will do training in the field which is appropriate for my education programme. ** 4,36 0,83 1,469 0,143

I did training in the field which is appropriate for my education programme. *** 4,22 1,07

2 I will have the opportunity to practice the theoretical knowledge learned at school during my training. ** 4,07 0,83 3,281 0,001*

I had the opportunity to practice the theoretical knowledge learned at school during my training. *** 3,75 1,18

3 Theoretical education will be in line with the practice in enterprises. ** 3,85 0,85 3,056 0,002*

Theoretical education at school was in line with the practice in enterprises. *** 3,56 1,07

4 I will have the opportunity to see the current topics which I did not see in my theoretical education and new developments in application level. ** 4,24 0,75 4,122 0,000*

I had the opportunity to see the current topics which I did not see in my theoretical education and new developments in application level. *** 3,88 0,99

5 After the training practice, my interest in the field will be increased. ** 4,05 1,01 2,457 0,014*

After the training practice, my interest in the field was increased. *** 3,79 1,09

6 The training will be useful in terms of familiarising me with business life. ** 4,35 0,78 -0,734 0,463

The training was useful in terms of familiarising me with business life. *** 4,40 0,77

7 The training will enhance my self-confidence in the profession. ** 4,33 0,81 1,604 0,109

The training enhanced my self-confidence in the profession. *** 4,19 1,01

8 It will make contribution to my foreign language development. ** 3,35 1,23 3,221 0,011*

It made contribution to my foreign language development. *** 3,14 1,36

9 The training will contribute to my success in business life after graduation. ** 4,17 0,83 2,387 0,017*

The training will contribute to my success in business life after graduation. *** 3,96 1,02

10 There will be positive changes in my perspective of subjects after I go back to school at the end of the training. ** 3,80 0,97 0,327 0,743

Positive changes occurred in my perspective of subjects after I went back to school at the end of the training. *** 3,76 1,05

11 I will become experienced generally in human relations, specifically in relations between customer and workers. ** 4,26 0,75 0,280 0,779

I became experienced generally in human relations, specifically in relations between customer and workers. *** 4,24 0,83

12 It will make positive contribution to my willingness to work ** 4,16 0,82 1,929 0,044*

It made positive contribution to my willingness to work *** 3,98 1,10

13 I think I will receive in-service training in the operations where I did my training. ** 3,96 0,87 3,271 0,001*

I received in-service training in the operations where I did my training. *** 3,63 1,18

14 I will have the opportunity to enhance my knowledge about the sector thanks to training practice. ** 4,29 0,77 0,579 0,563

I had the opportunity to enhance my knowledge about the sector thanks to training practice. *** 4,24 0,94

15 Duration of the training will be sufficient enough for me to improve my professional skills. ** 4,02 0,93 -0,516 0,606

Duration of the training was sufficient enough for me to improve my professional skills. *** 4,06 1,00

16 I will gain experience about work division and coordinated work. ** 4,23 0,79 0,690 0,491

I gained experience about work division and coordinated work. *** 4,17 0,87

17 I will have the opportunity to meet people from different cultures. ** 4,13 1,00 0,855 0,393

I had the opportunity to meet people from different cultures. *** 4,03 1,19

*p<0,05 , **The ones who have not performed training, *** The ones who performed training

CONCLUSION AND SUGGESTIONS

Education is a process of educating people for specific purposes in general terms and the sum of processes in which an individual learn behaviors in the society he/she lives (Erden and Fidan, 1998; Vari§, 1996). In other words, education is a socialization process in which an individual learns a specific life style Education can be defined as creating the desired behavior change in the individual through the arrangement of environment. In order to develop this kind of behavior change in individual, environment of education should be consistently organized and controlled; in other words it should be evaluated and improved (Sonmez, 1987). Primary objective of the education should be to convey cultural heritage to generations, to create a facilitator effect for the individuals to perform social roles by forming their behaviors and raising well-educated individuals (Qevik, 2007; Türkseven, 2012). In order for educational institutions to achieve this goal, all parties should participate in the process and there should be a continuous development and customer-oriented point of view (Qevik, 2007). Total of 431 students who have not undergone training yet and who completed training participated in this study, the aim of which is to determine the effect of training on the development of vocational school students. It can be concluded that the evaluations of students on training is generally positive. It can also be stated that the perceptions of the students who have completed their training about the subjects application of the theoretical knowledge learned at school during training, foreign language development, contribution to success of business life after graduation, increased desire to work after education is completed and receiving in-service training during training is higher and more positive. This assessment applies to the overall scale of training. When we analyze the studies related to research, it is possible to achieve different conclusions in terms of both training programs and sector. For example, in a study carried out by Ba§er (2010), it is highlighted that the current training program is not efficient and students see it as a formality; and there is lack of coordination among the units regarding vocational training. In another research, it was reported that students think that business world see them as cheap labor, which leads them not to place enough emphasis on implementation of skills training (Yilmaz, 2011). In a research bu Bila (2006), the level of practising on the master trainers by trainees in private sector is much higher than that of the ones in governmental institution (Bila, 2006). Furthermore, it is stated in a research by Yilmaz (2011) that students prefer private sector to perform their training rather than public one.The main reason is that students assume that they will have the chance to be accepted as an employee after graduation. Temircan (2009) suggests in his study that students are in the opinion that the foreign language education is insufficient at schools. On the other hand, it is pointed out in a research by Qevik (2007) including the expectations of vocational school students that the students have great expectations as to acquire "knowledge and skills of foreign language ". In a research conducted by Emir, et. al., (2010) The trainees remarked that the training is useful in that it creates the opportunity to gain experience about the duration of training, work division of training, coordinated working and to introduce people from different cultures and with different life styles. Within the frame of the results obtained in the research, it can be recommended that theoretical knowledge should be supported by practical knowledge and especially more importance should be given to foreign language education. Besides, the cooperation between the related sector and educational institution will be useful while establishing curriculum. What is more, trainees should not be seen as cheap labor. Trainees are the future of the operations and that is why they should be trained in a quality way. For this reason, legal regulations which will effect parties in a positive way should be conducted by public in order to make training program more attractive. Employment of the trainees in work places should be a priority. Therefore, it will be an element of oppression for the authorities to carry out the training program appropriate for the philosophy of it apart

from the routine implementation. By means of training practice, students compare theoretical knowledge with practical knowledge at work places. In this respect, the coordination between work place, educational institutions and students will be effective in the success of training.

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