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inclusive education in turkey

inclusive education in turkey. NEYYIR BERKTAY Board Member, Education Reform Initiative (ERI) Director, Center for Individual and Academic Development (BAGEM) SABANCI UNIVERSITY 24 October 2011, ETF Regional Meeting, Ohrid. Education governance in transformation.

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inclusive education in turkey

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  1. inclusive education in turkey NEYYIR BERKTAY Board Member, Education Reform Initiative (ERI) Director, Center for Individual and Academic Development (BAGEM) SABANCI UNIVERSITY 24 October 2011, ETF Regional Meeting, Ohrid

  2. Education governance in transformation • New governance tools in use • Medium-term programmes and financial plans • Strategic plans • Performance programmes • Internal audit units • Restructuring of MoNE bureaucracy • From 32 to 17 general directorates and high offices • Transfer of authority to provinces • One of the DGs that stayed intact is Special Education, Guidance and Counseling Services • Professionalisation and specialisation

  3. Number of students Enrolment rates % 45 1.200.000 % 40 1.000.000 % 35 % 30 800.000 % 25 600.000 % 20 % 15 400.000 % 10 200.000 % 5 % 0 0 1996-1997 2010-2011 Total number of students Enrolment rates for 36-72 months Enrolment rates for 48-72 months Enrolment rates for 36-48 months net enrolment rates in pre-primary education

  4. net enrolment, absenteeism and drop-out rates in primary and secondary education * 10 days or more absence in the first semester.

  5. Coping with disparities • Numbers and socioeconomic backgrounds of students could play a more significant role in resource allocation. • Improvement in enrolmentrates in pre-primaryeducation has been quite satisfactory yet it needs to be complemented with policies prioritising disadvantaged groups and regions. • Number of students per guidance and psychological counselor is 897 in average. It rises to 3347 in Ağrıand5465 in Şırnak.

  6. Social and economic disadvantages’ impact on access to and achievement in education • Accordingto PISA 2009 results: • Turkey is one of thethree OECD countrieswherethe role of socio-economicbackround is thelargest in determiningstudentsuccess. • Schoolsarehighlysegregatedbysocio-economic background whichfurtherdeepensthegapbetweenstudents’ achievements. • AccordingtoERI’sEquity in Education (2009) study: • Socialinequalitiesplay an important role in accesstoprimaryandsecondaryeducation, especiallyforgirls.

  7. recent legislative and/or policy efforts towards inclusive education • Pre-primary education • 100 % enrolment pilot implementation • Strengthening Pre-Primary Education Project • Focus on “disadvantaged” children yet lack of a common understanding on “disadvantaged” • Expansion at no cost? • Children with special needs • Progressive legislation on “mainstreaming” • Strengthening Special Education Project • Lack of human resources and inadequate support services • Increasing Enrolment Rates for Girls Project

  8. recent legislative and/or policy efforts towards inclusive education • Absenteeism management system • Identification of risks and prevention of drop-outs • Catch-up education programme • Children of age 10-14 years old who are excluded from the system • Accelerated learning programme • Ongoing mid-term review • Seasonal migrant workers’ children • PM circular • Provincial coordination committees • Transportation to schools • Mobile education • Roma children and children at risk • Workshops

  9. need for a more comprehensive outlook • Absence of a comprehensive inclusive education approach • Disadvantages borne by children with special needs, girls and children from low income families have gained more recognition in relation to other groups of children facing various vulnerabilities • Lack of education data disaggregated according to different vulnerabilities makes it harder to identify problems and devise appropriate policies

  10. improving integrated/inclusive education’s effectiveness in turkey Focus groups and interviews Workshops Impact assessment study

  11. improving integrated/inclusive education’s effectiveness: what have we learned about the teachers? • Teachers are unequipped and unsupported, thus unwilling to have children with special needs in the classroom • Lack of experience and skills in preparing individualised education programmes • Distrust for identification/diagnosis processes • Limited dialogue with parents • Crowded classrooms • Absence of cooperative teaching • Benefit from trainings and supervision if content is practice oriented and collaborative consultation methods are adopted • Skills that need to be enhanced: • Effective and preventive classroom management • Individualised teaching and assessment

  12. to conclude… • Key role for teachers in implementing inclusive education policies yet they are unprepared to deal effectively with diversity • One of the priorities of the new government • Recently growing interest in orientation programmes for teachers • Civil society becoming active in professional development of teachers • Nevertheless, need for a comprehensive reform in pre-service training and selection of teachers as well as in in-service trainings

  13. Thank you neyyir@sabanciuniv.edu erg.sabanciuniv.edu www.sabanciuniv.edu/bagem/eng/

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