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NQF TURKEY 2009 current state , developments and SWOT analyses

NQF TURKEY 2009 current state , developments and SWOT analyses. Prof. Dr. Selda Önderoğlu , Bologna Expert Derya Barlak , Expert Ljubljana , 29-30 June 2009. Turkish Education System. Governance of education up to higher education (HE): Ministry of National Education ( MoNE )

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NQF TURKEY 2009 current state , developments and SWOT analyses

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  1. NQF TURKEY 2009currentstate, developmentsand SWOT analyses Prof. Dr. Selda Önderoğlu, Bologna Expert Derya Barlak, Expert Ljubljana, 29-30 June 2009

  2. TurkishEducationSystem • Governance of educationuptohighereducation (HE): Ministry of NationalEducation (MoNE) • Planning, Coordination, Governanceand Supervision of HE Council of HigherEducation (CoHE) - An autonomouscorporatepublic body

  3. GENERAL STRUCTURE OF THE TURKISH EDUCATION SYSTEM 27 26 Doctorate (Ph.D. Programmes, Proficiency in Fine Arts, Specialization in Medicine) 25 24 24 23 Master's HIGHER EDUCATION 22 22 21 Dentistry Veterinary Pharmacy Bachelor's 20 Medicine Associate's 19 18 18 17 Vocational and Technical High 16 General High Schools Secondary Education Schools 15 14 14 13 12 11 Primary Education 10 9 8 7 6 6 5 4 Pre-school Education 3 2 1 0 NB Since 2003, the Bachelor's degree holders whose performance at Bachelor's level is exceptionally high can enlist directly to the Doctoral level programmes.

  4. Structure oftheHigher Education (HE)System • HE system is defined as all post-secondary programmes with a duration of at least two years. Total number of students in HE: 2,889,070 (2008-9) • Unitary system consisting of universities • 94 State + 38 Foundation Universities (non-profit private) • Universities offer programmes of; • Short cycle (2 years) • First cycle (4 years) • Second cycle (1/2 Years) • Third cycle (3/4 Years)

  5. Bologna Process - NQF studies in Turkey • Joining Bologna Process: Prague, 2001 • AfterBergen(2005): CoHEandMoNE NQF studiescompatiblewith QF for EHEA and EQF- LLL, • “TheVocationalQualificationsInstitution” is established(2006) todealwithqualificationsupto HE. • Commissionfor NQF for HE and a workinggroup is establishedbyCoHE(2006) • TheWorkingGroupfor NQF for HE has 13 members

  6. Steps in establishing NQF

  7. Studieson Turkish QF forHigherEducation (2008-9) • DraftLeveldescriptors for first, second and third cycleswere prepared. • Referenceleveldescriptors: EQF –LLL • Descriptorsweresharedwithuniversitiesandotherrelatedstakeholders( Representativesfrom 55 NGOsincludingtradeunionsand 18 differentMinistries) • Final version is approvedbyCoHE in MAY 2009. • Next step: Administrative set up (step 7)

  8. Levels of the HE System in Turkey and the Qualifications with Different Learning Outcomes at Each Level - Howwestudied?

  9. * Higher Education, Vocational Education and Art Education Qualifications Frameworks * Two different profiles ** Instead of Proficiency in Art degree, Doctorate in Art is deemed fit.

  10. Contributionsto NQF Studies • NationalTeam of Bologna Experts (2004-…) • 2009-2011 Project has beenapprovedbyEuropeanCommission • Projects: MVET(2003-2007), SVE(2005-2006), HRD-VET(2008-2010) • VocationalQualificationsInstitution (2006) • Qualityassuranceagencyforengineeringeducation (MUDEK) completedqualificationsforalllevels of engineeringprogrammesbased on LOs/NQsandcompatiblewith EQF ( March 2008) • Curriculumdevelopmentstudies in Teachereducationprogrammeshavebeenreviewed in linewiththe EQF.

  11. STRENGTHS • Top priorityareas on CoHE’sagenda; Highlymotivatedworkinggroup • Presence of a cleartimetableandstickto it. • Wideparticipationwithdifferentstakeholders: • consultationprocesswithhighlevel of interestfromprofessionalassociationsandchambers • Degrees, access to a higher cycle is clear in TR HE system, less blurred areas • EQF-LLL based NQF • facilitates LLL at everylevelfromprimarytohighereducation • TR-NQF support development of progression routes between qualifications • autonomy at university/programme/courselevel: flexibletrainingmethods/paths

  12. WEAKNESSES • Work to be done for other degrees (grey areas), • Integrating the studies – fit/overlap of studies at different institutions at national level, • Implementation of NQF to study programmes: Resistance from old universities, Newly established universities - infrastructural issues are their main concern

  13. OPPORTUNITIES • Younguniversitysystemthat can be modifiedmoreeasily, • Enough human resources in universities to guide/coordinate the program and learning outcome studies, • High interest in business associations, professional bodies…They also have data about analysisand development of qualifications, • GoodcoordinationbetweenMinistry of NationalEducation, VocationalQualificationsInstitutionandCoHE • Acceleration in QA studies:Draftlaw of national QA Agency is ready

  14. THREATS • Lack of information on studentcenteredlearningand LO approach in studyprogrammes • Resistancetochange; sometimesconsensus is slow • Changes in regulations of differentgovernmentalorganizationsaffectingthedevelopment/implementation of NQF – Shared goals and mutual confidence needed, • Articulation/consistency of differentframeworks in TR NQF

  15. Thankyou foryourattention...

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