Transcript Slide 1

Adult Education in Turkey
VALUE Conference
Middle East Technical University, Ankara (Turkey)
8-9 June 2011
Özlem Ünlühisarcıklı
Boğaziçi University
1
Objectives of the presentation
• To give a brief historical background and
institutionalization process of adult education in
Turkey.
• To introduce the organizational framework and main
providers of adult education in Turkey
• To refer to the issues of professionalization and
training of adult educators in Turkey
• To relate to the problems and challenges of adult
education in Turkey.
2
Turkey (2011)
Population
Population Age
Growth
Structure
Rate (%)
Population
Urbanization below
poverty line
78 million
1.24
urban
17.11%
population:
70%
rate of
urbanization:
1.7%
0-14 years: 26.6%
15-64 years: 67.1%
65 years +: 6.3%
http://www.indexmundi.com/turkey/
3
History of AE in Turkey
1922 Night Courses for public
1924 Unification of Education Law
1928 Adoption of a new alphabet  literacy campaigns and Nation Schools
1932 People’s Houses  community centres in cities
1936 People’s Rooms  community centres in towns and villages
1938-39 Mobile Courses for Men and Women in Villages
1940 Village Institutes
1951 People’s Houses closed (Republican People’s Party lost the elections and
Democratic Party won the elections in 1950)
1953 Public Reading Rooms
1956 Public Education Centres
1960 General Directorate of Public Education
1977 General Directorate of Apprenticeship , and centers (the first law enacted)
1978 Mobile courses + Gen. Dir. Of Public Edu. - Gen. Dir. Of Non-Formal Edu.
1983 Gen. Dir. Of Appr. + Gen. Dir. Of Non-Formal Edu.
 MoE, Gen. Dir. of Apprenticeship and Non-Formal Education
4
Number of School, Teacher, Enrolment by Level of
Education: 2010-2011
Number of Students
Education Level
School Teacher
Pre-School Education 27.606
Primary Education
Secondary Edu./ Tot.
General
Vocational
Higher education *
48.330
Total
Female
Male
1.115.818
535.522
580.296
32.797 503.328 10.981.100 5.357.624
9.281 222.705
4.102 118.378
5.179 104.327
5.623.476
4.748.610 2.162.439
2.676.123 1.267.677
2.072.478
894.762
2.586.171
1.408.446
1.177.725
3.493.819 1.561.614
1.932.205
Source: MoNE, 2010-2011; ÖSYM, 2009-2010.
* Statistics are for 2009-2010; 1.04 million students are in post-secondary VET, 2.3 million
students are in undergraduate and 0.2 million students are in graduate programs.
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Legal Basis of Adult Education
There are several laws that relate to adult education activities in
Turkey. The major ones are:
• Basic Law of National Education No. 1739
• Organization and Duties of the Ministry of National Education Law
No. 3797
• Apprenticeship and Vocational Training Law No. 3308
• Literacy Training for Citizens Who are Out of the Compulsory
Primary Education Age Law No. 2841
• Vocational Qualification Authority Law No. 5544
– including formal (primary, secondary, and higher education), nonformal, and informal and relevant institutions.
• Private Education Institutions Law No. 5580
6
The general goals of non-formal education are described in
Basic Law on National Education No. 1739 Item 40 as:
• Literacy for all, and remedial continuing education opportunities;
• Providing educational opportunities for all, to enable people to
keep up with scientific, technologic, economic, social and cultural
developments;
• Educational provision to safeguard, promote and integrate national
cultural values;
• Assisting all citizens to acquire values and habits of solidarity, cooperation, collaboration and organization;
• Assisting people to lead a healthy life style and balanced diet, to
increase living standards and economic efficiency;
• Promoting productive use of leisure;
• Providing courses and training opportunities to adults for
vocational and technical skill acquisition, in line with the
development of economy and state employment policy;
• Providing continuing education opportunities to working people
for professional development.
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Non-Formal Education Institutions, and
Participants: 2008
Type of Institution
Inst.
Number of Participants
Total
Female
Public Education Centre (PEC)
957
Vocational Training Centre (VTC)
369
304.856
55.986
248.870
Practical Art School for Girls
355
50.798
48.396
2.402
Advanced Handicraft Institution
12
859
859
-
Technical Edu. Centre for Adults
12
114
14
100
Tourism Training Centre
10
654
135
519
-
63.308
20.168
43.140
Various Vocational Courses (3308)
General Total
1.715
2.115.986 1.204.770
Male
911.216
2.536.575 1.330.328 1.206.247
Source: TÜİK (2009). Milli Eğitim İstatistikleri, Yaygın Eğitim, 2007-2008, Ankara.
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Number of Participants in Public Education
Centres (Halk Eğitimi Merkezi, PECs)
Years
Number of
Courses
Vocational SocialCourses
Cultural
Participants Courses
Participants
552.756
398.897
2003-2004
20.571
2004-2005
64.549
678.842
2005-2006
79.635
2006-2007
Literacy
Total
Courses
Number of
Participants Participants
150.133
1.101.786
458.547
175.229
1.312.618
894.406
585.347
194.605
1.674.358
91.033
931.588
699.728
204.747
1.836.063
2007-2008 141.224
1.040.915
1.044.081
186.061
2.271.057
2008-2009 176.110
1.271.058
1.752.644
385.356
3.409.058
Source: http://cygm.meb.gov.tr/index.html (accessed May 2011)
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Public Education Centres
• PECs were started in 1955.
• There are 966 PECs in 81 provinces.
• PECs are the main providers of adult
education courses among the institutions
organized by the MoNE General Directorate of
Apprenticeship and Non-formal Education.
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Number of Participants in Vocational Training Centers
(Mesleki Eğitim Merkezi, VTCs)
Academic
Year
Number
of Inst.
Number of
Teachers
Participant Number
Candidate
Apprentice
Apprentice
Journeymen
Master
Trainer
TOTAL
1994-95
292
3.142 10.036 144.126
29.748
15.173 199.083
1999-00
330
5.084
6.792 133.551
64.274
13.959 218.576
2005-06
351
4.532
2.034 124.464
68.307
20.040 214.845
2008-09
317
4.809
260 130.863
53.793
16.289 201.205
Source: TÜSİAD (1999), Akpınar A. (2004), MoNE (2006), MoNE website (accessed
May 2011).
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According to the Law of Apprenticeship and Vocational Training
Number 3308 issued in 1986 (amended in 2001 into the
Vocational Education Law No. 4702), the basic aims of
apprenticeship training in VTCs are:
• To provide all studentship rights to the apprentices as the
students in formal education system have.
• To help those seeking apprenticeships, who have finished
primary education and are above the age of 14, to choose a
vocation appropriate to their interests and aptitudes.
• To prepare apprentices for the journeyman-ship examination
through the acquisition of vocational knowledge, skills and
work habits,
• To prepare journeymen for the mastership examination
through the acquisition of the knowledge, skills and work
habits to perform the vocational tasks alone and to run a
workshop.
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Drawbacks of Apprenticeship Training
–
–
–
–
–
Technological upgrading needed
Time duration of the programs needed revision
Adaptation needed to the delayed entrance into the system
Inadequate training of teachers and mentors
Low status of apprentices
a burning problem
•
•
•
•
•
Come from lower SES families
Frequently school drop-outs
Status of the certificate not clear
Not well connected to further education opportunities
Tough working conditions
Source: Vos, 2008.
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Distance Education in 2006-2007
Number of Students
Educational Level
Open Primary Education
Open Secondary Education TOTAL
General High School
Total
109.037
248.829
Male
Female
50.200
58.837
142.076 106.753
192.983
112.625
80.358
20.262
13.570
10.719
11.295
18.442
281
5.783
4.945
1.820
13.289
4.936
6.350
239.552
105.385
134.167
Vocational and Technical Programmes
Industrial Vocational High School
Girls’ Vocational High School
Trade Vocational High School
Imam and Preachers High School
Open Higher Education
Source: MoNE (2008), ÖSYM (2007).
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Distance Education
• Distance education in Turkey provides opportunity for
pursuing education in general education, vocational and
technical training, and remedial education for those who
dropped out formal education system at some point and want
to receive their diploma. Thus, distance education institutions
support the primary, and secondary education system.
• Distance education programs at higher education level also
serve many people, in addition to the distance education
activities by the MoNE.
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Vocational Training and Arts Courses of
Municipalities
Metropolitan Municipality Law No. 5216
enacted in 2004 redefined the roles,
responsibilities, and the areas of authority of
the metropolitan municipalities (Article 7),
which enabled the municipalities to organize
vocational and skill acquisition courses.
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Vocational Training and Arts Courses of
Municipalities in 2008
Municipalities
İstanbul (İSMEK)
Kocaeli (KO-MEK)
Ankara (BELMEK-BELTEK)
Kayseri (KAYMEK)
Bursa (BUSMEK)
Gaziantep (GAMEK)
Antalya (ASMEK)
İzmir (İZMEB)
Eskişehir
Konya (KOMEK)
Çankaya District (Ank.)
Kadıköy District (İst.)
TOTAL
Source: Miser, Ural, Ünlühisarcıklı (2010).
Participants
196.787
23.567
20.663
19.654
13.639
13.298
12.189
3.553
2.000
5.615
5.628
2.183
318.776
%
61.7
7.4
6.5
6.2
4.3
4.2
3.8
1.1
0.6
1.8
1.8
0.6
100
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Other Contributors
• Other ministries
• Voluntary bodies
– NGOs, chambres of professions, trade unions, foundations,
associations etc.
• Workplace
– Internships and apprenticeship training
– In-service training in the workplace
– Corporate universities (CU)
• Universities
– Continuing education centres
• May 2010: First Council of Continuing Education Centres
– Alumni associations
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Undergraduate and Graduate Level Students
in Adult Education Programs
Years
Undergraduate level *
Master’s level
PhD level
New
Receiving MA New Receiving PhD New Receiving
Admission Graduate Admission Graduate Admission Graduate
Degree
Degree
Degree
1995-1996
66
50
29
3
-
-
2000-2001
-
57
23
8
-
1
2005-2006
-
-
54
17
8
-
2006-2007
-
-
29
21
4
1
2007-2008
-
-
29
5
-
2008-2009
-
-
28
19
3
-
2009-2010
-
-
15
19
4
-
*Undergraduate level adult education programs closed down in the Restructuring
of the Higher Education System in 1997.
Source: SIS (2004), ÖSYM (2010, 2009, 2008, 2007, 2006, 2001).
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EU funded programme “Strengthening the Vocational
Education and Training System” (SVET)
• Started in September 2002. The main aim of the
project is improving the qualified labour force in line
with the needs of the labour market and to increase
the competition between the entrepreneurs.
• The social partners of the project are: ETF, DİSK,
EĞİTİM-BİR-SEN, EĞİTİM-SEN, Hak-İş, KESK, MEKSA,
TİSK, TOBB, TES, TÜRKİŞ, and TÜSİAD (SVET/MEGEP
webpage).
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Objectives of SVET
• Development of occupational standards, development of training
standards forming the basis of the new competency based modular
curricula,
• National Qualification System that focuses mainly on the
institutional accreditation criteria and procedures. Vocational
Qualification Authority Law No. 5544 is important for the
implementation of both training standards and NQS,
• Revision of existing curricula (based on ISCED 97) and development
of an 8-level structure compatible with the European Qualifications
Framework,
• Development of lifelong learning (LLL) concept for Turkey, quality
assurance system, and training of school and training centre
managers.
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Occupational Level Criteria compatible with the European
Qualifications Framework
LEVEL 1: (routine) occupations that continue to the same template with a small
change. (Primary education)
LEVEL 2: occupations that include more than one variable and complexity and that
may include collaboration activities with other employees in work
process. (Certificate)
LEVEL 3: the occupations in which there are complex and non-routine activities.
(Certificate)
LEVEL 4: includes highly complex, technical or professional occupations.
(Certificate, VET)
LEVEL 5: occupations that have advance level complex activities, strategic
management instructions and contents that frequently cannot be
determined in advance. (post-secondary VET)
LEVEL 6: Design engineer, Computer Engineer, Textile Technology Specialist, Work
Study Specialist, Production Planner, etc. (B.A.)
LEVEL 7: Department Manager, Lawyer, Deputy Manager, Accounting Chief,
Economist, etc. (M.A., expert)
LEVEL 8: Managing Director, General Director, Accounting Director, Engineer
(Ph.D.).
Source: SVET webpage, and NQF webpage (http://www.myk.gov.tr) .
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Adult Education in the Agenda and in the Decisions of
National Education Councils (1939-2006).
The concepts used in the councils:
1957 Halk Eğitimi
Education of the People
1962 Halk Eğitimi
Education of the People
1974 Yaygın Eğitim Non-formal Education
1981 Yaygın Eğitim Non-formal Education
1982 Halk Eğitimi
Education of the People
1988 Sürekli Eğitim Continuing Education
1990 Yaygın Eğitim
Non-formal Education
1996 Sürekli Eğitim Continuing Education
2006 Yaşamboyu Öğrenme Lifelong Learning, LLL
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The New MoNE, Non-Formal Education
Institutions Regulation
Issued: 21.5.2010/27587
Item 4 relates to the aims of non-formal education in the following:
•
•
•
•
•
•
•
•
•
•
•
•
Citizenship
Literacy
Turkish language
Culture
Qualified workforce
Migrant s
Public health
Lifelong learning
Special education
Family education
Community
Elderly
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Challenges
• The majority of full time educators working at Public
Education Centers are formal school teachers without any
training in adult education. The majority of the part-time
educators at Public Education Centers are master craftsmen
who do not have any teaching certificates.
• There are only three graduate programs in adult education.
The undergraduate programs are closed down in 1997. The
numbers of academicians who have academic credentials in
adult education are not satisfactory.
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Challenges
• There are insufficient provision in areas such as education for
adults with disabilities, democratic participation, human
rights, and environmental awareness. Though, the numbers of
such provisions are increasing in the last few years.
• Well established tracking systems are needed to follow-up.
• Studies relating to workplace learning.
• Balance between educational provision and employment
opportunities.
• Social status of VET.
• Research on continuing education centers.
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