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The Bridge Between Europe and Asia: The challenges of adult education in Turkey

The Bridge Between Europe and Asia: The challenges of adult education in Turkey. Özlem Ünlühisarcıklı Bo ğaziçi Un iversity. Turkey. http://www.indexmundi.com/turkey/. History of AE in Turkey. Night Courses for public 1924 Unification of Education Law

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The Bridge Between Europe and Asia: The challenges of adult education in Turkey

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  1. The Bridge Between Europe and Asia: The challenges of adult education in Turkey Özlem Ünlühisarcıklı Boğaziçi University

  2. Turkey http://www.indexmundi.com/turkey/

  3. History of AE in Turkey • Night Courses for public 1924 Unification of Education Law • Adoption of a new alphabet  literacy campaigns and Nation Schools • 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) • Public Reading Rooms • Public Education Centres 1960 General Directorate of Public Education • General Directorate of Apprenticeship , and centers (the first law enacted) • Mobile courses + Gen. Dir. Of Public Edu. - Gen. Dir. Of Non-Formal Edu. • 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: 2008-2009 Source: MoNE, 2009; OSYM, 2009. * only 4 years programs under public and private universities are included.

  5. 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, co-operation, 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.

  6. Non-Formal Education Institutions, Teachers, and Participants: 2008

  7. Number of Participants in PECs (2008-2009) Source: http://cygm.meb.gov.tr/index.html (accessed 01.2010)

  8. Literacy Campaigns • Initial literacy campaign launched in 1928 • Between 1959 and 1975 the Turkish Armed Forces provided literacy education in Private Literacy Schools • In 1962 a literacy campaign for women was undertaken • Between 1971-1974 activities to support functional literacy occurred • Between 1981-1983 a mass literacy campaign was conducted with about 3 million people participating • A new literacy campaign was launched on World Literacy Day in 1992 • In 1997 a literacy campaign targeting female illiteracy was initiated • Another literacy campaign, initiated in 2001 by the wife of the then President with the slogan ‘Support to National Education’ • A campaign with the slogan ‘Turkey is Literate’ was launched in early 2008 by the wife of the President in charge • Finally, September 2008 was the launching date for the latest literacy campaign—initiated by the wife of the Prime Minister and bearing the slogan ‘Mother Daughter Together in School’

  9. Number of Participants in VTCs Source: TÜSİAD (1999), Akpınar A. (2004), MoNE (2006), MoNE website (2009) * no information available

  10. According to the Law of Apprenticeship and Vocational Training Number 3308 issued in 1986 (that was amended in 2001 into the Vocational Education Law No. 4702), the basic aims of apprenticeship training 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.

  11. 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.

  12. 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.

  13. Vocational Training and Arts Courses of Municipalities in 2008

  14. Number of Students in Distance Education (2006-2007 academic year) Source: MoNE (2008), ÖSYM (2007).

  15. Undergraduate and Graduate Level Students in Adult Education Programs *Undergraduate level adult education programs closed down in the Restructuring of the Higher Education System in 1997. Source: SIS (2004), ÖSYM (2009, 2008, 2007, 2006, 2001).

  16. 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 labor 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, TÜRKİS, and TÜSİAD (SVET/MEGEP webpage).

  17. 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 Life Long Learning concept for Turkey, quality assurance system, and training of school and training centre managers.

  18. ISCED 97 Occupational Level Criteria compatible with the European Qualifications Framework LEVEL 1: It includes the (routine) occupations that continue to the same template with a small change. LEVEL 2: It covers the occupations that include more than one variable and complexity and that may include collaboration activities with other employees in work process. LEVEL 3: It includes the occupations in which there are complex and non-routine activities. LEVEL 4: It includes highly complex, technical or professional occupations. LEVEL 5: It includes occupations that have advance level complex activities, strategic management instructions and contents that frequently cannot be determined in advance. LEVEL 6: Design engineer, Computer Engineer, Textile Technology Specialist, Work Study Specialist, Production Planner, etc. LEVEL 7: Department Manager, Lawyer (Legist), Deputy Manager, Accounting Chief, Economist, etc. LEVEL 8: Managing Director, General Director, Accounting Director, Engineer (M.Sc.). Source: SVET webpage.

  19. Education for Democratic Citizenship • A new citizenship model presented by the EU, and in the year 2000 Ministers of Education from countries of Europe, including that of Turkey, have sketched the common guidelines of Education for Democratic Citizenship (EDC). EDC needs to be based on the fundamental principles of human rights, pluralist democracy and the rule of law.

  20. Education for Democratic Citizenship As a result Turkish Ministry of National Education, to abide the recommendations of the EU, prepared an educational program to be offered in Public Education Centers as a separate course named as Citizenship Knowledge (VatandaslıkBilgisi). The curriculum of the program has been designed as one of the modules of the Support for Basic Education Project in 2006, the co-partner of which is EU. • The aim of the program is to raise an individual who can comprehend basic terms about human and society, who has adopted the basic rights and freedoms, and who bears the responsibility of being a citizen. • In 2007-2008, 52 Citizenship Knowledge course opened in Public Education Centers. A total of 938 participants attended these courses (739 females and 199 males).

  21. EU Support to Basic Education (SBEP) in Turkey • SBEP aims to increase the quality of basic and non-formal education and improve access to education, especially by females. The budget is 100 million Euros. • SBEP has five components: • “Quality of Education” (aims to improve the primary education curriculum and related materials), • “Teacher Training”, • “Non-Formal Education”, • “Communication” and • “Management and Organisation”. Source: http://ec.europa.eu/enlargement/projects-in-focus/selected-projects/social-inclusion-and-education/education/turkey_eu-support-to-basic-education-in-turkey_en.htm

  22. Lifelong Learning Turkey signed the Lisbon Strategy in 2000: The objective of the Lisbon Strategy is to make the European Union ‘the world’s most competitive and dynamic knowledge-based economy in the world, capable of sustaining growth with more and better jobs and greater social cohesion’. (http://www.europeunit.ac.uk/eu_policy___education/lisbon_strategy.cfm) Turkey agreed on the 27 June 2002 Council Resolution on lifelong learning. • 9th Development Plan • 17. Educational Council • SVET BUT, too much focus on qualifications and certification is a threat.

  23. Adult Education in the Agenda and in the Decisions of National Education Councils (1939-2006). The Concept Used for Adult Education 1957 Halk Eğitimi Education of the People • Halk Eğitimi Education of the People 1974 Yaygın Eğitim Non-formal Education 1981 Yaygın Eğitim Non-formal Education 1982 HalkEğitimi Education of the People 1988 Sürekli Eğitim Continuing Education 1990 Yaygın Eğitim Non-formal Education 1996 SürekliEğitim Continuing Education 2006 YaşamboyuÖğrenme LLL

  24. 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.

  25. 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. • Although people learn how to read and write or have a primary school diploma, through out the years they do not use their literacy and numeracy skills and become functionally illiterate. • Adult education institutions run by the MoNE offer courses generally within the time periods of formal education, from 9 am to 5 pm daily, and from September to June annually. Although, these time periods would be appropriate for the non-working mothers who send their children to school during day time, such schedule is not convenient for many working men and women who wan t to attend courses in publicly run educational programs.

  26. References • MoNE (2008). Eğitim Teknolojileri Genel Müdürlüğü, available online: http://egitek.meb.gov.tr/index.asp • MoNE (2009). National Education Statistics: Formal Education 2008-2009, MoNE: Ankara. • ÖSYM (2007). 2006-2007 ÖğretimYılıYükseköğretimİstatistikleriKitabı, ÖSYM. • ÖSYM (2009). 2008-2009 ÖğretimYılıYükseköğretimİstatistikleriKitabı, ÖSYM. • Vos, A. (2008): Third Policy Learning Workshop Turkey: The Apprenticeship System. Turin: European Training Foundation (Workshop Report). Websites • http://geology.com/world/europe-satellite-image.shtml • http://media.photobucket.com/image/bogazici%20bridge%20%252522turkey%252522/worldcityistanbul/TRANSPORTS/fsmbridge108.jpg • http://www.indexmundi.com/turkey/ • http://ec.europa.eu/enlargement/projects-in-focus/selected-projects/social-inclusion-and-education/education/turkey_eu-support-to-basic-education-in-turkey_en.htm

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