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NQF TURKEY current state , developments , ıssues and challenges

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):

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NQF TURKEY current state , developments , ıssues and challenges

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  1. NQF TURKEYcurrentstate, developments, ıssuesandchallenges Prof. Dr. Selda Önderoğlu Bologna Expert TurkishNationalTeam of Bologna Experts Cetinje,8-9 July 2008

  2. TurkishEducationSystem • 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

  3. Turkish HE System • Unitarysystem: universities • UniversitiesofferVocational + academicprogrammes. • ShortCycle – level 5 (2 years-assoc. Degree) • Firstcycle – level 6 (4 years-Bachelor) • SecondCycle – level 7 (2 years-Masters) • ThirdCycle –level 8 (3 or 4 years-PhD)

  4. 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

  5. NQF studies in TurkeyContributions • 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

  6. NQF studies in TurkeyContributions • 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

  7. Currentsituation in NQF forTurkey • 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.

  8. Currentsituationandstudies in NQF forTurkey • Qualityassuranceagencyforengineeringeducation (MUDEK) completedqualificationsforalllevels of engineeringprogrammesbased on LOs/NQsandcompatiblewith EQF ( March 2008) • Curriculumdevelopmentstudies in Teachereducationprogrammeshavebeenreviewed in linewiththe EQF. • TheCommissionfor HE QualificationsFramework is goingto be widenedtoincludeallstakeholders of HE and link thestudiestoalllevels of education.

  9. Workto be done in NQF • Speeduptheprocessandstepstowritethe final version of NQF, • Propose legal andsub-legal actstoalltheauthorities of theTurkisheducationsystem, • Establishthe QA systemfortherightimplementation of the NQF, • Respectthe 2010 Europeandeadline.

  10. Challenges • Togiveprimaryimportancetotheissues of qualificationsbased on LO,studentbasedlearning, • raisetheuniversities,publicinstitutions, industryandsocialpartnerssynergytocollaborate, • put togethertheworkcurrently done in differentorganisations, • disseminatetheupdatedinformation as quicklyandefficiently as possible, • study on sectoralqualifications.

  11. 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.

  12. References • http://www.coe.int/t/dg4/highereducation/EHEA2010/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

  13. Thank you for your attention...

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