Transcript 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

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):
Ministry of National Education (MoNE)
Planning,
Coordination
governance and
Supervision of HE
Council of Higher Education (CoHE)
- An autonomous corporate public body
Turkish HE System
Unitary system: universities
Universities offer Vocational + academic
programmes.
Short Cycle – level 5 (2 years-assoc.
Degree)
First cycle – level 6 (4 years-Bachelor)
Second Cycle – level 7 (2 years-Masters)
Third Cycle –level 8 (3 or 4 years-PhD)
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
NQF studies in Turkey
Contributions
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
NQF studies in Turkey
Contributions
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
Current situation in
NQF for Turkey
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.
Current situation and
studies in NQF for Turkey
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.
The Commission for HE Qualifications
Framework is going to be widened to include all
stakeholders of HE and link the studies to all
levels of education.
Work to be done in
NQF
Speed up the process and steps to write
the final version of NQF,
Propose legal and sub-legal acts to all the
authorities of the Turkish education
system,
Establish the QA system for the right
implementation of the NQF,
Respect the 2010 European deadline.
Challenges
To give primary importance to the issues of
qualifications based on LO,student based
learning,
raise the universities,public institutions, industry
and social partners synergy to collaborate,
put together the work currently done in different
organisations,
disseminate the updated information as quickly
and efficiently as possible,
study on sectoral qualifications.
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.
References
http://www.coe.int/t/dg4/hi
ghereducation/EHEA201
0/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
Thank you
for your attention...