Nqf turkey current state developments ssues and challenges
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NQF TURKEY current state , developments , ıssues and challenges. Prof. Dr. Selda Önderoğlu Bologna Expert Turkish National Team of Bologna Experts Cetinje ,8-9 July 2008. Turkish Education System. Governance of education up to higher education (HE):

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NQF TURKEYcurrentstate, developments, ıssuesandchallenges

Prof. Dr. Selda Önderoğlu

Bologna Expert

TurkishNationalTeam of Bologna Experts

Cetinje,8-9 July 2008


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TurkishEducationSystem

  • Governance of education up to higher education (HE):

    Ministry of National Education (MoNE)

  • Planning,

    Coordination

    governance and

    Supervision of HE

    Council of Higher Education (CoHE)

    - An autonomous corporate public body


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Turkish HE System

  • Unitarysystem: universities

  • UniversitiesofferVocational + academicprogrammes.

  • ShortCycle – level 5 (2 years-assoc. Degree)

  • Firstcycle – level 6 (4 years-Bachelor)

  • SecondCycle – level 7 (2 years-Masters)

  • ThirdCycle –level 8 (3 or 4 years-PhD)


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Bologna Process - NQF studies in Turkey

  • Joining Bologna Process: Prague,2001

  • After Bergen: CoHE and MoNE with all related parties continue the NQF studies compatible with QF for EHEA and EQF- LLL,

  • “The Vocational Qualifications Institution” is established(2006) to deal with qualifications up to HE.

  • Commission for NQF for HE is established

    by CoHE (2006) to deal with the short, first,second and third cycle qualifications


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NQF studies in TurkeyContributions

  • Bologna Promoters (2004-..) dissemination of updated information to universities and all stekeholders of HE through “Implementation of Bologna process in Turkey”

  • Projects:

    -Strengthening Technical Vocational Education and Training in Turkey(SVET),

    MoNE and other partners

    Duration:2002-2007 (all legislative processes have completed)

    from 2007-8 academic year the technical vocational high schools programs have been changed into LO based system.

    - Modernisation of Vocational Education and Training in Turkey (MVET),2003-2007

    MoNE,CoHE,Universities,industry,social partners.

    Qualifications for vocational education are identified and programme development studies achieved


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NQF studies in TurkeyContributions

  • LLP 2007-2013

    increase in focusing on qualifications than before through studying in different networks,

    Erasmus Programme (2004-..)

    -student mobility, ECTS studies caused universities to focus more on LO,thus giving some flexibility with respect to training methods


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Currentsituation in NQF forTurkey

  • Commission for HE qualifications completed the draft report of NQF for HE and consulted with universities ( October 2007),

  • some points from universities’ responses:

    - qualifications in levels 5 to 8 are consistent with Turkish HE system levels,

    - Link to previous levels of education needs to be studied,

    - there is urgency for “ action plan” for the completion and approval of NQF for Turkey.


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Currentsituationandstudies in NQF forTurkey

  • Qualityassuranceagencyforengineeringeducation (MUDEK) completedqualificationsforalllevels of engineeringprogrammesbased on LOs/NQsandcompatiblewith EQF ( March 2008)

  • Curriculumdevelopmentstudies in Teachereducationprogrammeshavebeenreviewed in linewiththe EQF.

  • TheCommissionfor HE QualificationsFramework is goingto be widenedtoincludeallstakeholders of HE and link thestudiestoalllevels of education.


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Workto be done in NQF

  • Speeduptheprocessandstepstowritethe final version of NQF,

  • Propose legal andsub-legal actstoalltheauthorities of theTurkisheducationsystem,

  • Establishthe QA systemfortherightimplementation of the NQF,

  • Respectthe 2010 Europeandeadline.


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Challenges

  • Togiveprimaryimportancetotheissues of qualificationsbased on LO,studentbasedlearning,

  • raisetheuniversities,publicinstitutions, industryandsocialpartnerssynergytocollaborate,

  • put togethertheworkcurrently done in differentorganisations,

  • disseminatetheupdatedinformation as quicklyandefficiently as possible,

  • study on sectoralqualifications.


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Advantages

  • To have enough human resources in education faculties in each university to guide/coordinate the program and learning outcome studies,

  • Young university system that can be modified more easily,

  • New established universities which could develop their programmes accordingly,

  • To have an autonomy at university/programme/course level to apply flexible training methods to assist learners in planning their progress and learning and in accessing appropriate education and training over their lifetime.


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References

  • http://www.coe.int/t/dg4/highereducation/EHEA2010/CoEPresent_en.asp

  • www.yok.gov.tr

  • www.myk.gov.tr

  • www.megep.meb.gov.tr

  • www.mvet.org

  • Consultation papers from Turkish univ.

  • www.avrupa.info.tr

  • www.bologna.gov.tr


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Thank you

for your attention...


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