Transcript NQF FOR HIGHER EDUCATION IN TURKEY DEVELOPMENTS & CHALLANGES Prof. Dr. Mehmet Durman Sakarya University 4th Meeting of Regional Network on QF for SEE Istanbul.

NQF FOR HIGHER EDUCATION IN TURKEY
DEVELOPMENTS & CHALLANGES
Prof. Dr. Mehmet Durman
Sakarya University
4th Meeting of Regional Network on QF for SEE
Istanbul Technical University, Istanbul, September 15-16, 2011
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OVERVIEW
 A Brief Introduction to the Higher Education in Turkey
 State of Development of NQF for Higher Education
 Further Steps & Challenges Beyond 2011
HIGHER EDUCATION IN TURKEY
Organisation & Structure
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UPPER BODIES OF HIGHER EDUCATION:
 The Council of Higher Education (CoHE, YÖK)
 The Inter-university Council (IUC, ÜAK).
 CoHE is a fully autonomous corporate public body, which has no political or Governmental
affiliation and composed of 20 members, responsible for
 Planning
 Coordination
 Governance and
 Supervision of higher education
within the provisions set forth in the Constitution (Articles 130 and 131) of the Turkish
Republic and the Higher Education Law (Law No. 2547).
 ÜAK is an academic advisory and a decision-making body in some academic matters and
composed of rectors and one elected professor of each HEI.
HIGHER EDUCATION IN TURKEY:
Higher Education Institutions
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 Turkish Higher Education was unified in 1982 by Law Number, with changes in time
designating three types of HEIs to be established as:
 State Universities
 Foundation Universities (private, non-profit)
 Two-year Foundation Vocational Schools (private, non-profit)
and all these are to be governed by the same higher education law.
 Universities are founded by law to be enacted by the Parliament upon the
recommendation of the CoHE to the MoNE and the approval of the cabinet.
 The faculties, graduate schools (institutes) and the four-year (vocational/professional)
higher schools are founded by the decision of the Cabinet.
 Establishment of the two-year vocational higher schools as well as the opening of degree
programmes with in the academic units at any level are subjected to ratification by the
CoHE upon application of the HEIs.
HIGHER EDUCATION IN TURKEY:
Higher Education Institutions
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The # of universities by years*
 State  Foundation
As of 2011;
# of State Univ. :
103
# of Foundation Univ. : 62
Total:
165
165
156
139
130
115
93 30 36 45
76 77 25
73
69 71 20 23 24
61 16 18
53 54 56
8
2 2 3
85
28 29
68
27 1 1
51 52 53 53 53 53 53 53 53
18 19
13
12
7 8 9
27 27 28
6
5
2
3
19
18
1
12 13
1 2 3 5 6 7 8 9
54
62
94 94 102103
Since 2001, the number of state universities has increased from 76 to103, that of foundation
universities from 23 to 62 and in total from 76 to165.
*CoHE Statistics
HIGHER EDUCATION IN TURKEY
Higher Education Institutions
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Programmes
Associate (short cycle)(Inc. DE*)
Bachelor (first cycle) (Inc DE*)
Master (second cycle)
Doctorate (third cycle)
Specialty in Medicine (third cycle)
Total
# of Students
1.042.350
2.280.209
140.043
44.768
21.964
3.529.334
(%)
29,54%
64,61%
3,97%
1,26%
0,62%
100%
Programmes
Associate (short cycle)(Excl. DE*)
Bachelor (first cycle) (Excl.DE*)
Master (second cycle)
Doctorate (third cycle)
Specialty in Medicine (third cycle)
Total
# of Students
613.077
1.152.265
140.043
44.768
21.964
1.972.117
(%)
31,09%
58,43%
7,10%
2,27%
1,11%
100%
The share of number of students studying in Associate’s & Bachelor’s degree programmes on
distance education of the Open Education Faculty of Anadolu University in the total numbers of
students studying at the same level of study programmes in all HEIs is about 47% and this
should be reduced.
*CoHE Statistics
HIGHER EDUCATION IN TURKEY
Higher Education Institutions: Student Enrollment
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3,529,334
2,924,281
2,532,622
2,453,664
2,342,898
1,918,843
1,503,981
1,303,188
1,143,083
695,730
497,181
237,369 398,185
1981
1985
1988
1991
1994
1997
2000
2003
2006
2007
2008
Since 2001, student enrollments in HEIs have increased by almost two-fold.
*CoHE Statistics
2009
2010
STATE OF DEVELOPMENT OF NQF FOR HE
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Development of the Turkish National Qualifications
Framework has been the major success within the
framework of the Bologna Implementations in Turkey not
only because it forms the starting point and the core of the
programme development, student/learner-centred approach of
education and transparency at the both national and
international levels but it also provides a basis for assessment
and monitoring of study programmes, which an integrated quality
assurance approach for both internal and external quality
assurance at a programme or institutional level should take in to
account.
STATE OF DEVELOPMENT OF NQF FOR HE
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STEPS IN ESTABLISMENT OF NQF FOR HE
1.
2.
3.
4.
5.
6.
7.
8.
Decision to start by CoHE: April 2006
Setting the agenda: 2006-2008
Organising the process (Commission, Working Groups): 2006-2008
Design Profile (levels, descriptors, credits): 2009
Consultation and national discussion: 2009
Approval: Partially in May 2009, Fully in Jan. 2010
Administrative set-up: 2011 (ongoing work)
Implement. at instiutional/programme level: Pilot: in 2011, Full: by Dec.
2012
9. Inclusion of qualifications in TYYÇ (Quality Assurance.): 2010 - 2015
10. Self-certifications of compatibility with Europen frameworks: 2010 - 2012
11. TYYÇ Web site: www.tyyc.yok.gov.tr , established in 2011
STATE OF DEVELOPMENT OF NQF FOR HE
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IN BRIEF:
 Level descriptors for short, first, second and third cycles were
prepared.
 Reference level descriptors: EQF–LLL
 Two main profiles for the NQF defined
 Fields of Education in parallel to ISCED 97 defined and fieldspecific LOs for 22 fields of education prepared.
 Descriptors were shared with universities and other related
stakeholders Representatives from 55 NGOs including trade
unions and 18 different Ministries, student councils)
 Final version approved by CoHE in January 2010.
 Pilot Implementation started at 4 universities.
 Some other HEIs also initiated the process.
STATE OF DEVELOPMENT OF NQF FOR HE
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PROFILES AND CREDIT RANGES OF THE LEVELS OF QUALIFICATIONS IN NQF-TR
STATE OF DEVELOPMENT OF NQF FOR HE
QUALİTY ASSURANCE
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European Qualifications Framework (EQF-LLL) √
Turkish Qualfications Framework for HE (TYYÇ)
Field-specific Qualifications (LOs)
√
√
Programme LOs
Curriculum Design & LOs of Course Units
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TYYÇ & ISCED 97 FIELDS OF EDUCATION
ISCED 97 EĞİTİM VE ÖĞRETİM TEMEL ALANLARI
ISCED CODE
FIELDS OF EDUCATION
1
14
Teacher Training and Educational Sciences
2
21
Arts
3
22
Humanities
4
31
Social and Behavioral Sciences
5
32
Journalism and information
6
34
Business and administration
7
38
Law
8
42
Life Sciences
9
44
Pysical Sciences
46
Mathematics and Statistics
12
52
Engineering
13
54
Manufacturing and Processing
14
58
Architecture and Building
15
62
Agriculture, Forestry and Fishery
16
64
Veterinary
17
72
Health
18
76
Social Services
19
81
Personel Services
20
84
Transport Services
21
85
Environmental Proetection
22
86
Security Services
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11
ISCED 9748 EĞİTİM VE
ÖĞRETİM TEMEL ALANLARI
Computing
STATE OF DEVELOPMENT OF NQF FOR HE
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 The amendments regarding NQF & QA activities in HEIs in the Higher
Education Law (2547) made by a new law numbered 6111 (2011)
Recently, on 13 February 2011, due to the need for a change brought about by
the recent developments and implementations in HE. There were some
amendments made on Higher Education law 2547 by a new law numbered
6111, among which the major emphasis was on the Turkish Qualifications
Framework for HE (TYYÇ) and internal and external quality assurance. By law
it is, now, under the responsibility that HEIs should to see to it that the
programmes they offer are in line with the requirements (in terms of credits and
LOs) of the levels of the TYYÇ in relation and assure their quality through
internal and external quality assurance mechanisms in accordance with the
principles and the framework which is to be drawn out by the CoHE and the
senates of the HEIs.
This new amendment to HE Law 2547 emphasis the urgent need a fully
functional NQF and QA System to be established, which has been looked
forward and loudly expressed by all internal and external stakeholders of HE,
but this time, not ever done before, by law.
STATE OF DEVELOPMENT OF NQF FOR HE
A NEW INITIATIVE FOR DEVELOPMENT OF NQF FOR LLL

Decision to start : 7 July 2011, by the Council of Ministers within the
action plan of the strengthening the link between vocational
education and employment.

Action plan Includes 9 priority areas and 30 action lines

Development of the NQF for LLL is the first priorty area

Responsible Authority: National Qualifications Agency in coordination
of the MoNE and CoHE
NQA
MoNE
CoHE
STATE OF DEVELOPMENT OF NQF FOR HE
A NEW INITIATIVE FOR DEVELOPMENT OF NQF FOR LLL


A new commission and working group from the
representitatives of NQA, MoNE and CoHE formed.
A time table set up.
NQA
MoNE
CoHE
STAKE
HOLDERS
NQF-LLL REPORT


Approval: November 2011.
Draft referencing report: December 2011
STATE OF DEVELOPMENT OF NQF FOR HE
A NEW INITIATIVE FOR DEVELOPMENT OF NQF FOR LLL
STATE OF DEVELOPMENT OF NQF FOR HE
Operational and Organizational Difficulties and Challanges:
 The number of HEIs has increased by amost two-folds in the recent years and
some of newly established HEIs, which are in the initial stage of development,
do not have the implementation issues of NQF primarily on their agenda.
Some others are reluctant to start implementation because for those, NQF is
still seen as imposed from outside (by Bologna Process), rather than it is
being a part of national policy.
 An efficient coordination among different ministries and institutions (CoHE,
MoNE and NQA) is crucial for the establishment of a single and coherent NQF
for LLL. Yet, the roles and responsibilities are not clearly defined in the present
legislations and that causes over bureaucracy, the lack of authorisation and
and leadership.
 The other challenge would be the quality assurance of learning outcomes of
educational and training programs developed in line with the NQF for LLL,
which should encompass the procedures of recognition of informal learning .
This would also require some more comprehensive quality assurance
approaches which have not foreseen yet.
QUALITY ASSURANCE ACTIVITIES IN TURKEY
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Thank you very much for your time.