DEHEMS project. HE review Country report about the Higher Education System. Country: Turkey

Transcription

1 DEHEMS project HE review Country report about the Higher Education System Country: Turkey

2 Template: Country report about the Higher Education System 1. Introduction Eurydice, National summary sheets on education system in Europe and ongoing reforms 2009 Edition. Eurybase, Organisation of the education system in Turkey 2008/09. Main legal frame of higher education in Turkey was determined by articles 130 and 131 of Turkish Republic Constitution (1982) and Yükseköğretim Kanunu No: 2547 (Higher Education Law). 2. Overview about the HE System Figure 1. Structure of the Turkish Education System The fundamental principles of Turkish national education are as follows: (Basic Law on National Education; articles 4-17): 'universality and equality', 'individual and social needs', 'orientation', 'right to education', 'equality of opportunity', 'continuity in education', 'Atatürk s Reforms and Principles and 2

3 Atatürk s Nationalism', 'education for democracy', 'secularism', 'scientific approach to education', 'planned education', 'coeducation', 'school parent cooperation' and 'education everywhere'. Tertiary education system in Turkey covers all the institutions implementing at least two year programs after secondary education. Higher education system consists of universities, high technology institutes, higher vocational schools and other off-university higher education institutions (higher police and military schools and academies) (ISCED 5A, 5B ve 6 levels). Most of the higher education institutions are public institutions and rest of them are private (non-profit foundation) institutions. Universities consist of full time four-five-six-year faculties that lead to bachelor's degree and vocational education based on four year higher schools, two-year higher vocational schools with completely vocationally oriented education leading to associate degrees and institutes (graduate schools) that execute graduate programs. Also higher vocational schools can be founded independently. Besides Anadolu University in Eskişehir has associate degree programs and bachelor s degree programs that conduct education via distant education (distance learning). Currently there are 132 universities 94 of which are public and 38 of which are private (run by non-profit foundations) and seven private independent higher vocational school (run by non-profit foundations), seven military higher education institutions within Turkish higher education system. On the completion of short-cycle vocational higher schools (2 years), a vocational qualification known as Önlisans Diploması (associate degree diploma) is awarded by Meslek Yüksek Okulları (two-year vocational higher schools) in general affiliated to the universities. University degrees include first-cycle qualification, Lisans Diploması (BA degree), and second-cycle qualification known as Yüksek Lisans Derecesi (MA degree). BA degree is awarded following the successful completion of a full-time fouryear university course of study. MA degree is awarded following the successful completion of a further two years of full-time university study (or one-and-a-half years in the case of Master s programmes not requiring a thesis). In medicine, the Tip Doktorluğu Diploması is awarded after six years of study. Courses lasting five years in dentistry and veterinary medicine lead to the award of the Diş Hekimliği Diploması and Veteriner Hekim Diploması, respectively. In addition, education duration of faculty of pharmacy and department of teacher training for secondary education in faculty of education has been raised to 5 years. Qualifications awarded in these fields are considered to be equivalent to MA degree and graduates of these programmes can be accepted to doctoral programmes. A PhD/doctoral degree known as Doktora Derecesi, which may be taken following satisfactory completion of the Master s degree, requires a further four years of study and research. 3

4 Table 1 Overview about the Turkish Higher Education System Source: EURYDICE 3. Impacts and Status of the Bologna Reform Turkey participated the Bologna process in 2001 and the studies on the bologna action lines are continuing in accordance with the developing areas of Bologna. Turkey already has a three cycle system in higher education before Bologna namely bachelors, masters and doctoral; Thus no change has been made in the higher education system. The establishment of the Turkish National Qualifications Framework for higher education in Turkey was launched by the Council of Higher Education in 2006, and the National Qualifications Framework for higher education has been approved by the general assembly of the Turkish Higher Education Council on January 21, Level descriptors for the first, second and third cycles were prepared taking the European Qualifications Framework-Lifelong Learning as a reference point. This work brought together different stakeholders of higher education so that all bodies had the opportunity to discuss the situation, inform the others about their activities, concerns, data, needs and possible solutions on the national 4

5 qualificatipns system.bologna Promoters Project was used as an effective tool for the dissemination of studies. Turkish universities are now more sensitive to learning outcomes, competences and qualifications. They state that they may use the Turkish national Qualifications Framework to develop new and flexible programs to provide learners with generic and subject specific competencies to use in a fast changing, global working environment. The establishment of the national qualifications framework will lead to the clarification of qualifications by using the learning outcomes approach. It will facilitate the transparency, comparability, portability and transfer of qualifications both internationally and intra-nationally. The national qualifications framework will also contribute to the development of progressive routes between qualifications at all levels of the Turkish education system. It is planned to be used as a tool for the recognition of prior and experiential learning with flexible learning paths. What is needed now is the integration of studies to include the interpretation of the results of different projects. This will be achieved by the accumulation of information on student-centred learning, learning outcomes, consistency within different frameworks in the Turkish national qualifications framework, the building of consensus between institutions, and the making of necessary organisational changes. Besides its main goal of implementing a national qualifications framework for higher eduaction in Turkey, it will result in more flexible graduates, a quality workforce for the economy and highly qualified citizens for the country. One of the issues focused by Bologna Process is to establish a quality assessment and improvement system in full conformity with the principles and procedures defined at European level in the higher education institutions. Within the scope, regulation on Academic Assessment and Quality Improvement in the Higher Education Institutions by Turkish Higher Education Council (YÖK) put into force by being published in the Official Gazette No of September 20, Regulation defines the general procedures for the assessment of education and research activities and administrative services, improvement of quality, approval and recognition of quality levels through an independent external assessment process in the higher education institutions within a definite system and duties of Higher Boards of Higher Education and higher education institutions in this scope. The work on the establishment of national qualifications framework accelerated the quality assurance studies in higher education. Different models on the Turkish Quality Assurance Agency have been discussed intensely under the leadership of Turkish Higher Education Council and the draft structure for the Turkish Quality Assurance Agency is now prepared and is under consideration. The work is planned 5

6 to be finished at the end of 2010 and it is strongly expected that the Turkish Quality Assurance Agency for higher education will be established at the end of The Turkish HE system has a national credit system based on contact hours. Third cycle studies are all structured in Turkey (hundred percent) and offered by the graduate schools affiliated to the universities. The Doctoral programmes consist of a minimum of seven courses, with a minimum of 21 national credits, a qualifying examination, a dissertation proposal, and a dissertation. The Turkish HE system also includes two-year short-cycle vocational degree. Each cycle gives direct access to the next/upper cycle. ECTS studies began in 2001 ın Turkish universities and except few universities ECTS is used as a transfer system. First cycle in Turkey requires an accumulation of 240 ECTS credits (4 years), while 120 ECTS credits for the Master-with-thesis (2 years) and 90 ECTS credits for the Master-without-thesis (1.5 Years) are required. The ECTS studies have brought the learning outcomes discussion into the agenda of the universities. Certain universities have modified their curricula after they began to think on the student workload, not the teacher. The acceleration rate in mobility of students contibutes this process in that students are more eager to participate in their learning paths. The Regulation for Student Councils of HEIs and the National Student Council of HEIs (4) was enacted on September 20, 2005 by CoHE, and replaced the old one with new amendments while also establishing the National Student Council (NSC). The first NSC elections were held in December The new regulation provides students with a complete bottom-up organizational power in the most democratic manner starting from the departments/programme/major level at the bottom to the higher education institution and the national level at the top and aims to increase the student participation, involvement and contribution and take active part at every level of academic and administrative meetings of higher education institutions and that of student representation at national and international level through the national student councils of higher education institutions. At present, there are no measures in place for ensuring involvement of staff trade union/representative bodies in the governance of HEIs, however, measures to be taken are listed in the draft report on higher education strategy, e.g. establishing consultative upper bodies at universities consisting of nonacademic stakeholders (alumni, representatives from the business world and trade associations). University- non academic stakeholders collaboration remains generally at the level of individual research activities at the moment. This may be regarded as a weak point in the involvement of nonacademic stakeholders in the organisation of the higher education curriculum. 6

7 4. Unitary or Binary System Turkey has a unitary system of Higher Education. Universities as corporate bodies are entitled to award any vocational and academic degrees at every level.any school types or stages do not exist between secondary education and higher education. 5. Stratification As Figure 1 makes clear, Turkish education is stratified at the secondary level. The selection takes place at the secondary level (age of 14). These institutions are categorized in two groups as high schools for general education and high schools for vocational and vocational-technical education. The general education high schools prepare students for higher education, while vocational and technical high schools prepare pupils for higher education and profession, as well as life and the specific vocational area. 6. Standardisation Within the Ministry of National Education (Milli Eğitim Bakanlığı-MEB) (Central and Provincial Organization), Total Quality Management Implementing Regulations that was issued in the 1999 dated and 2506 numbered journal called Tebliğler Dergisi started the studies on quality in education This study is followed by studies on MEB Provincial Organization TQM Implementation Project. TQM practices proceed with the self evaluation studies based on "Excellence Model" which was developed by Turkish Society for Quality (KalDer) and European Foundation for Quality Management (EFQM). Eventually another individual study that considered as an internal evaluation tool is the Strategic Planning study. At the beginning of 2007 Ministry of Education commenced preliminary studies on MEB Strategic Plan. This study is expected to play an important role on the formation of the quality culture both at central organization level and schools level and the generalization of the quality assurance system. Strategic plan preparatory works at school level are mainly done by the contrbutions of School Improvement Management Team (Okul Gelişim Yönetim Ekibi) in each school. Recently acted, Law of Institution for Vocational Qualifications (Meslekî Yeterlilikler Kurumu Kanunu), No envisages a framework of national vocational standards and curricula, education and certification based on these standards to shape Turkish education system (both general education and formal and non-formal vocational education). According to the Higher Education Law (Yükseköğretim Kanunu), No foundation of an academic unit and opening a program affiliated with higher education institutions can only be implemented by permission from Higher Education Council (Yükseköğretim Kurulu-YÖK) in accordance with the 7

8 determined criteria. However these conditions, describable as an initial permission, do not guarantee the implementation of the service in specific standards. On the other hand, supervision and evaluation activities on central level by Higher Education Supervisory Board which is affiliated with YÖK as an instrument for external evaluation of the higher education institutions (Higher Education Law, Article 8 and 9). This Board keeps the universities, affiliated units, teaching staff and their activities under supervision and control. In academic evaluation and quality improvement studies within yükseköğretim higher education is the studies that are initiated by Regulations issued in 2005 (Regulation for Academic Evaluation and Quality Improvement in higher education institutions. In this sense new organizations have been established within the constitution of YÖK under the name of Higher Education Academic Evaluation and Quality Improvement Committee (YÖDEK) and at universities level Academic Evaluation and Quality Improvement Council (ADEK) and Quality Guide ( was published regarding the quality assurance system. Beginning from 2007 the studies on the improvement of the quality assurance system in higher education area are expected to be intensified. 7. Selectivity In principle, accession to higher education is conditional upon having high school diploma (to be graduated from one of the academic or vocational and technical high schools) and being successful in entrance exam (named as Öğrenci Seçme Sınavı ÖSS) carried out on central basis by ÖSYM (Öğrenci Seçme ve Yerleştirme Merkezi Student Selection and Placement Centre). When evaluating the results of the examination, the performance of students in secondary education is taken into consideration. Those who are the most successful are allocated to higher education institutions in accordance with their ranking and personal preferences by ÖSYM. Selection of courses The courses differ according to the program type. Generally, the courses of a program consist of compulsory and elective courses. The courses may be theoretical and practicum according to the specialty of the program and the courses. Besides the theoretical and practical courses, vocational oriented programs have the training in the work component. The credit of the course differs according to the specialty of the course. The courses are opened generally as the half term basis. The duration of a course hour is minutes. Attendance to the lectures is compulsory. Even it may differ university to university; the students who do not attend more than 30 % of the theoretical and 20 % of the practical courses did not enter to the final and make up examination. The courses of the program to be general or vocational basically differ from the type of the 8

9 program. Vocational higher schools implementing associate degree and the higher schools implementing bachelor s degree program mostly vocational courses are provided besides some general courses. In the faculties implementing bachelor s degree program and institutes implementing graduate program, whether or not the courses are general academic or vocational oriented depends on the types of program and the field. Anadolu University authorized to implement distance education carry out 34 different associate and bachelor s degree program in three faculties (business, economics and open education) by means of distance education. There is not any arrangement on national or institutional level on the selection of teaching methods. Generally teaching methods are determined by academic staff individually. In some cases academic staff, department, faculty or higher school can decide together. For example this way is preferred generally as shared programs are applied in preparatory foreign language classes. Lecture-based instruction is common in most undergraduate programs. In recent years student centred-teaching methods are known to be used more and more. Especially courses in seminary form that require preparation, presentation, participation and discussion from students are more prevalent on graduate degree levels. Some lessons naturally require practiced studies. For example there are compulsory laboratory practices in science and engineering fields. Some courses or programs have a training component. The use of communication and information technologies in conducting teaching activities becomes more prevalent day by day. Textbooks and other educational materials are supplied by students. 8. Academic versus vocational orientation In general the courses at short-cycle vocational higher schools (2 years) have a high vocational orientation, which is in general affiliated to the universities. Students who fulfil the foreseen requirements at least four semester of a faculty or higher school program are entitled to obtain if they want Associate Degree Diploma. 9. Tuition fees According to the article no: 46 of Yükseköğretim Kanunu No (Higher Education Law), education in higher education institutions is subjected to tuition fee (contribution to current service costs). Current service costs are determined per student by YÖK according to the quality and duration of the educational branches and the specialty of tertiary education institutions. A part of this amount to be determined by Cabinet is supplied by the government and registered as appropriation in the concerned higher educational institution' budget in the name of the student. Rest of the amount is paid by the 9

10 student as tuition fee. The amount to be supplied by the government can not be less than half of the current service costs. In addition, the students who complete the education regularly pay more. Tuition fee of second (night) education student cannot be less than half of the current service costs that are determined for normal day education programs. Tuition fee of second (night) graduate education student is determined by YÖK in relation to the suggestion of the related department and in deference to costs. Out of tuition fee students pay no other fee such as registration fee, examination fee etc. All students have to pay tuition fee out of the graduate students who work as a research assistant in a university. Financial supports are provided to students in various ways by public and private institutions. These supports are in forms of grants/scholarships, student loans for living costs, student loans for tuition fees, financial supports for accommodation and nutrition and cheapening of some services by subsidization. The determination, organization, pursuance and repayment operations of the public support to the students are accomplished by Yükseköğrenim Kredi ve Yurtlar Kurumu YURTKUR (Higher Education Credit and Dormitories Institution). Grant is the money given without remuneration for supplying living expenses of the higher education students during their education terms who are successful and in need of support (determined based on the parents income and assets). Grants can be given students who attend programs on any stage and level including graduate programs without making any distinction between public and private university students. On the condition of continuation of study and provided that there is not an impediment to grant the student can be granted scholarship as long as the normal education term for the education institution he/she continues. Student loan is the repayment loan money that is granted during the normal education period of the higher education so as to provide support for the living expenses of the students from associate degree students to doctorate program students by YURTKUR Öğrenim harcı kredisi (student loans for tuition fees) is the support given by YURT-KUR depends on the demand of the students by means of paying the tuition fee to the higher education institution of the student by debiting the tuition fee in the name of the student. Second shift education students (evening programs), master and doctorate education students and students who attend private universities are not given the student loans for tuition fees. When the number of students applied to the Student loans for tuition fees and Student loans for living costs is more than the fund allocated, students supported are determined by their income and need level evaluation. 10

11 Students have to pay the loans they got with the legal interests after two years from the end of normal education period within half the time he/she got loans (calculated by applying increase in the wholesale price index). Among the students whose families live other than the place of school that they receive education, students in need are provided with sheltering and nutrition support in dormitories affiliated to YURT-KUR and in some university dormitories. These supports to students are in the form of sheltering and nutrition supports that are under cost and cheapened by subsidization. And some private universities provide to a limited number of students determined among successful students who prefer them with nutrition, accommodation and education costs and living expenses. In all public institutions of higher education lunches that are discounted by subsidization are given to students. Additionally, students, who are not within the scope of any social security or assurance, are provided with health and psychological counselling service for free at the Student Health Centres. Reduction is provided to students with their id cards in local public service vehicles, theatres, movies, museums and some other artistic activities. 10. Institutional transition regimes There are no particular institutional arrangements in Turkey concerning the transition of higher education graduates to the labour market. 11. Labour market programmes There are no labour market programmes in the Turkey that are specifically targeted towards HE graduates entering the labour market. 12. References Eurydice: Turkey, National summary sheets on education system in Europe and ongoing reforms, 2009 Edition. Eurybase, Organisation of the education system in Turkey 2008/09. 11