Transcript NQF TURKEY 2009 current state, developments and SWOT analyses Prof. Dr. Selda Önderoğlu, Bologna Expert Derya Barlak, Expert Ljubljana, 29-30 June 2009

NQF TURKEY 2009
current state, developments and SWOT
analyses
Prof. Dr. Selda Önderoğlu, Bologna Expert
Derya Barlak, Expert
Ljubljana, 29-30 June 2009
Turkish Education System
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
GENERAL STRUCTURE OF THE TURKISH EDUCATION SYSTEM
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Doctorate
(Ph.D. Programmes, Proficiency in Fine Arts, Specialization in Medicine)
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HIGHER EDUCATION
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Master's
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Pharmacy
Bachelor's
Associate's
Medicine
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Dentistry
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Veterinary
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Vocational and Technical High
General High Schools
Schools
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Primary Education
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Pre-school Education
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2
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NB
Since 2003, the Bachelor's degree holders whose performance at Bachelor's level is exceptionally
high can enlist directly to the Doctoral level programmes.
Education
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Secondary
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Structure of the
Higher Education (HE) System
HE system is defined as all post-secondary programmes with
a duration of at least two years.
Total number of students in HE: 2,889,070 (2008-9)
Unitary system consisting of universities
– 94 State + 38 Foundation Universities (non-profit private)
Universities offer programmes of;
– Short cycle (2 years)
– First cycle (4 years)
– Second cycle (1/2 Years)
– Third cycle (3/4 Years)
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Bologna Process - NQF
studies in Turkey
Joining Bologna Process: Prague, 2001
After Bergen (2005): CoHE and MoNE
NQF studies compatible with QF for EHEA and EQFLLL,
“The Vocational Qualifications Institution” is
established(2006) to deal with qualifications up to HE.
Commission for NQF for HE and a working group is
established by CoHE (2006)
The Working Group for NQF for HE has 13 members
Steps in establishing NQF
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2
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NQFHET Establishment Stages
Adoption of a resolution in order to start the
process
Establishment of the activity calendar
Organization of the process
Design of the framework
Obtaining opinion from stakeholders
Approval of the framework
Administrative organization
Application of the framework at the level of
higher education programs
• Pilot application
• Application in all institutions
Inclusion of qualifications in NQFHET
Self-certification
Establishment and publication of the NQFHET
web site
Date of Completion
April 2006
2008
2006-2008
November 2008
January 2009
May 2009
June 2009
December 2010
December 2012
2010 – 2015
2010 – 2012
2009
Studies on Turkish QF
for Higher Education (2008-9)
Draft Level descriptors for first, second and third cycles were
prepared.
Reference level descriptors: EQF –LLL
Descriptors were shared with universities and other related
stakeholders ( Representatives from 55 NGOs including trade
unions and 18 different Ministries)
Final version is approved by CoHE in MAY 2009.
Next step: Administrative set up (step 7)
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Levels of the HE System in Turkey and the
Qualifications with Different Learning Outcomes at
Each Level - How we studied?
HIGHER EDUCATION
LEVELS
Doctorate Degree
Doctorate
QF-EHEA: 3.Level
EQF-LLL: 8.Level
Master’s Degree
QF-EHEA : 2. Level
EQF-LLL : 7. Level
Bachelor’s Degree
QF-EHEA : 1. Level
EQF-LLL : 6. Level
Associate Degree
QF-EHEA : Short Level
EQF-LLL : 5. Level
DEGREES/QUALİFİCATİONS
GRANTED
Specialization in
Proficiency in Art
Medicine
Master’s Degree with
Dissertation
Master’s Degree without
Dissertation
Bachelor’s Degree
(Faculty Programmes)
Bachelor’s Degree
(Fine Arts and Conservatory
Programmes)
Associate Degree
(Vocational High Schools)
Associate Degree
(within Faculty
Undergraduate
Programmes)
*
Higher Education, Vocational
Education and Art Education
Qualifications Frameworks
HIGHER
EDUCATION
LEVELS
QF-EHEA: 3.Level
EQF-LLL: 8.Level
HIGHER EDUCATION
QUALIFICATIONS
FRAMEWORK
HIGHER EDUCATION
VOCATIONAL
EDUCATION
QUALIFICATIONS
FRAMEWORK
QF-EHEA : 2. Level
EQF-LLL : 7. Level
Doctorate*
Specialization in
Medicine*
Master’s Degree
(Faculty Programmes)
QF-EHEA : 1. Level
EQF-LLL : 6. Level
Bachelor’s Degree
(Faculty Programmes)
Bachelor’s Degree
(Faculty and College
Programmes)
QF-EHEA : Short
Level,
EQF-LLL : 5. Level
Associate Degree (within
the Faculty undergraduate
programmes)
Associate Degree
(Vocational College
Programmes)
* Two different profiles
** Instead of Proficiency in Art degree, Doctorate in Art is deemed fit.
HIGHER EDUCATION
ART EDUCATION
QUALIFICATIONS
FRAMEWORK
Proficiency in Art**
Doctorate in Art
Master’s Degree
(Faculty and College
Programmes)
Master’s Degree (Faculty
of Fine Arts and
Conservatory
Programmes)
Bachelor’s Degree
(Faculty of Fine Arts and
Conservatory
Programmes)
Associate Degree (within
the Faculty
undergraduate
programmes)
Contributions to NQF Studies
National Team of Bologna Experts (2004-…)
– 2009-2011 Project has been approved by European Commission
Projects: MVET(2003-2007), SVE(2005-2006), HRD-VET(20082010)
Vocational Qualifications Institution (2006)
Quality assurance agency for engineering education (MUDEK)
completed qualifications for all levels of engineering programmes
based on LOs/NQs and compatible with EQF ( March 2008)
Curriculum development studies in Teacher education programmes
have been reviewed in line with the EQF.
STRENGTHS
Top priority areas on CoHE’s agenda; Highly motivated working
group
Presence of a clear timetable and stick to it.
Wide participation with different stakeholders:
– consultation process with high level of interest from professional associations
and chambers
Degrees, access to a higher cycle is clear in TR HE system, less
blurred areas
EQF-LLL based NQF
– facilitates LLL at every level from primary to higher education
TR-NQF support development of progression routes between
qualifications
autonomy at university/programme/course level: flexible training
methods/paths
WEAKNESSES
Work to be done for other degrees (grey areas),
Integrating the studies – fit/overlap of studies at
different institutions at national level,
Implementation of NQF to study programmes:
Resistance from old universities,
Newly established universities - infrastructural
issues are their main concern
OPPORTUNITIES
Young university system that can be modified more
easily,
Enough human resources in universities to
guide/coordinate the program and learning outcome
studies,
High interest in business associations, professional
bodies…They also have data about analysisand
development of qualifications,
Good coordination between Ministry of National
Education, Vocational Qualifications Institution and
CoHE
Acceleration in QA studies:Draft law of national QA
Agency is ready
THREATS
Lack of information on student centered learning
and LO approach in study programmes
Resistance to change; sometimes consensus is
slow
Changes in regulations of different governmental
organizations affecting the
development/implementation of NQF – Shared
goals and mutual confidence needed,
Articulation/consistency of different frameworks
in TR NQF
Thank you
for your attention...