Research Information System
SAGE OPEN, vol.15, no.4, 2025 (SSCI)
Vocational education plays a vital role in promoting youth employment; however, vocational high school graduates in Turkiye face structural, social, and economic barriers in their labor market transitions. This study explores the cross-cultural challenges experienced by Turkish and Syrian vocational graduates, focusing on job entry barriers, employer perceptions, workplace experiences, and the role of policy incentives. Conducted as part of the Social and Economic Cohesion through Vocational and Technical Education Project (SEUP), in collaboration with the Ministry of National Education and funded by the EU Facility for Refugees in Turkiye (FRIT) with KfW, this research draws on semi-structured interviews with 154 stakeholders across five provinces. Findings reveal critical obstacles such as skills mismatch, job dissatisfaction, adaptation issues, and, notably for Syrian graduates, dependency on financial aid. The analysis is theoretically guided by Social Identity Theory (SIT) and draws practical insights from international vocational education models in Germany, the Netherlands, Canada, and Sweden. Policy recommendations include aligning curricula with industry needs, simplifying employment incentives, strengthening school-employer partnerships, and improving the public image of vocational careers through awareness campaigns and mentorship programs.