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DECEMBER 2012

EDUCATIONAL SYSTEM IN TURKEY. DECEMBER 2012. TURKEY in Figures. Population of Turkey: 72,561,312 The 0-25 age group constitutes 49% of the country population Unemployment rate: 9, 5% in (201 1-12 ). Non-agricultural unemployment: 13,8%

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DECEMBER 2012

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  1. EDUCATIONAL SYSTEM IN TURKEY DECEMBER 2012

  2. TURKEY in Figures • Population of Turkey: 72,561,312 • The 0-25 age group constitutes 49% of the country population • Unemployment rate: 9,5% in (2011-12). • Non-agricultural unemployment: 13,8% • Youth unemployment: 19,8% • The labour force participation rate: 48.5% (70.6% for males and 27.2% for females) • Net school enrolment in secondary education in the 2010-2011 educational years was 69.33%. Gender inequality in access to secondary education as a fundamental problem. • Net school enrolment rate for girls 66.14% and 72.35% for boys • In the 2010-2011 educational years, out of 4,748,610 students in secondary education, only 32.06% of them were in vocational education. Lack of effective orientation and vocational guidance, insufficient education-employment relation, lack of capacity of vocational schools and the difficulty for finding jobs after graduation lead to the low rate of attendance of the students to vocational secondary schools.

  3. General Structure of Turkish National Education System Ministry of National Education (MoNE) is responsible with educational system in Turkey in accordance with National Education Basic Law no1739.The general goals of National Education are defined in this law as follows: • To raise people as constructive, creative and productive persons who are physically, mentally, morally, spiritually and emotionally balanced, have a sound personality and character, with the ability to think freely and scientifically and have a broad worldview, that are respectful for human rights, value personality and enterprise, and feel responsibility towards society; • To prepare them for life by developing their interests, talents and capabilities and providing them with the necessary knowledge, skills and attitudes and the habit of working with others and to ensure that they acquire a profession which shall make them happy and contribute to the happiness of society;

  4. FormalandNon-formalEducation

  5. GENERAL STRUCTURE OF TURKISH NATIONAL EDUCATION SYSTEM • Turkish education system consists of; • Pre-primary education (for 3-6 year olds at kindergartens, nursery schools, foreign schools, minority schools etc.), • Primary education(4 years), • Lowersecondary education (4 years), • Upper secondary education and • Higher education (including 2 year post secondary education)

  6. TURKISH EDUCATION SYSTEM FORMAL AND NON-FORMAL EDUCATION INSTITUTIONS

  7. GENERAL STRUCTURE OF TURKISH NATIONAL EDUCATION SYSTEM The Law N°. 1739 has arranged the Turkish National education system under two main categories, namely formal education and non-formal education. FORMAL EDUCATION: Formal education is the regular education conducted within a school for individuals in a certain age group and at the same level, under programs developed in accordance with the purpose. Formal education includes pre-primary education, primary education, secondary education and higher education institutions. NON-FORMAL EDUCATION: Besides the formal education provided by public and private schools at all levels of education, there are numerous opportunities for studies within the non-formal education sector, especially in the fields of adult education, open education and continuous education.

  8. BASIC OBJECTIVES OF NON-FORMAL EDUCATION (1) • To teach citizens to read and write and to provide them with the possibility of continuous education so that they may complete their deficiencies in education; • To provide them with the opportunity of education that shall help them in adaptation to scientific, technological, economic, social and cultural developments; • To provide education that serves to protect, develop, promote and internalize the values of our national culture; • To ensure that an understanding and habits for living together, solidarity, mutual assistance, working together and getting organized are acquired and internalized;

  9. BASIC OBJECTIVES OF NON-FORMAL EDUCATION (2) • To provide opportunities for citizens in non-formal education to gain a profession in accordance with the employment policies and in line with the development of the economy; • To promote a healthy way of life and healthy nutritional habits; • To provide people engaged in various professions with the necessary knowledge and skills for further professional development; • To establish the habit of spending and using spare time productively.

  10. FORMAL EDUCATION Anadolu marine vocational *Anadolu Marine and Water Products vocational high school *Technical high school *Constructiontechnical high school *Anadolu technical hs *Vocational high school for girls *Technical high school for girls *Anadolu vocational HS. for girls *Anadolu technical HS for girls *Trade vocational HS *Anadolu Local Administrations vocational HS *Anadolu trade vocational HS. *Anadolu foreign trade voc HS. *Anadolu secretarial voc HS *Anadolu hotel and tourism vocational HS. *Anadolu communication vocational HS. *Anadolu culinary voc. HS *İmam Hatip HS *Anadolu İmam Hatip HS *Hearing Impaired MPHS *Orth. Impaired Voc. HS *Anadolu Health Voc. HS. *MultiProgram HS *University *Faculty *Institute *Post Secondary *Education *Conservatoire *Application and Research Center

  11. NON FORMAL EDUCATION NON-FORMAL EDUCATION INSTITUTIONS NON-FORMAL EDUCATION COURSES • Vocational Training Center • Technical Training Center for Adults • Public /Adult Training Center • Maturity Institute of Technical Training for Girls • Work Training Center • Science and Art Center • Guidance Research Center • Private Education • Private Course Institutions • Literacy courses • Vocational courses • Social cultural courses

  12. SomeChallanges • Low attendance in VET (32.06% ) • Low image of VET • Low quality due to lack of functional QAS • insufficient education-employment relations despite established mechanisms and long social dialogue tradition • Lack of effective vocational and career guidance • Low flexibility (Due to broad based VET delivery; lack of modularized curriculum, partial qualification etc.) • Recognition of Prior Learning (RPL) • Lack of fully functional NQS (ongoing developing process) …

  13. VET Reforms in line with EU Turkey, since being formally recognized as a candidate for EU membership at the Helsinki European Council in December 1999, has been engaged in the accession process, preparing itself to fulfill all the conditions of the membership known as the «Copenhagen Criteria». For this reason the education sector, VET in particular, is one of the important areas that Turkey has been working on. The Turkish Ministry of National Education, the responsible body for coordinating and managing these reforms. Reforms were mainly achieved through some EU funded projects (via MEDA and IPA programs) under the administration of the Ministry of National Education, in close cooperation with social partners. Establishment of the Vocational Qualifications Authority (VQA) • Comprehensive labour market analysis • Occupational standards/vocational qualifications and respective training standards • Development of modular VET curricula based on competences

  14. Introduction of an educational year (grade 9) between primary and secondary schools, which allows students to have an extra year to decide whether to proceed with academic education or VET • Competence building for teachers and managers (further training, study visits, twinning programs etc.) • Grants for projects implemented by social partners in order to improve social dialogue and build competences • Introduction of a lifelong learning approach in all its aspects

  15. ENTREPRENEURSHIP TRAINING IN TURKEY • Formal education curricula comprises optional entrepreneurship subject in general secondary education institutions and vocational/technical secondary education institutions • Lessons are given a weekly one hour in the 9th class.

  16. CONTENT OF CURRICULA IN FORMAL EDUCATION On the other hand risk taking, fighting spirit and determination gaining personal development related issues also take place in the curricula.

  17. ENTREPRENEURSHIP TRAINING BY OTHER ORGANIZATIONS Apart from the formal education institutions, • Small and Medium Enterprises Development Organization (KOSGEB), • Turkish Employment Agency (İŞKUR), • Non-Governmental Organizations (NGOs), professional organizations and private companies also organize entrepreneurship training courses (*) (*) These courses should be under KOSGEB’s coordination for public incentives (grant and soft credit)

  18. Within the scope of KOSGEB entrepreneurship training courses 4 themes exist as follows;

  19. The aim of the practical entrepreneurship training courses is to increase the success level of enterprises to be established based on business plan for the people who want to establish their own business. It includes min. 60 hours training including 24 hours workshop. Training courses comprise of 4 main modules: STANDARD PRACTICAL ENTREPRENEURSHIP COURSE PROGRAM BY KOSGEB *Besides, modules of e-trade, foreign trade, etc. can be added in accordance with the needs at sectorial and local level

  20. THANK YOU… EDUSER CONSULTANCY Adress: Kuskondu Sokak No:7/7 06690 Cankaya Ankara TURKEY Tel: 0090 312 441 40 20 Fax: 0090 312 441 64 47 E-mail: eduser@eduser.com.tr Website: www.eduser.com.tr

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