higher education system in turkey

HIGHER EDUCATION SYSTEM IN TURKEY

SCREENING CHAPTER 26 EDUCATION AND CULTUREAGENDA ITEM 1: OVERVIEW

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STUCTURE

Higher education in Turkey comprises all post-secondaryeducation programmes, consisting of the three main cyclesand the short cycle in terms of the terminology of the BolognaProcess.

At present, there are - 53 state (51 universities and 2 institutes of high technology) and - 26 (24 universities and 2 two-year vocational schools of higher education) foundation (private, non-profit) HEIs in Turkey which are all Governed by the same Higher Education Law .


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The upper bodies of the higher education system are the Council of Higher Education (YÖK) and the Inter-universityCouncil (ÜAK).

The Council of Higher Education (YÖK) is an autonomous corporate public body responsible for the planning, coordination,governance and supervision of higher education within the provisions set forth in the Constitution of the Turkish Republicand the Higher Education Law. This constitutional buffer institution has no political or governmental affiliation. It is composed of 21 members


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SOURCES OF FUNDING

The major source of income of state universities is the funds allocated through the annual state budget.

In addition to the annual budget, provided by the state, each university has three more sources of income. Income from the services provided by the university, such as patient care in university hospitals, and contract research, is collected in a revolving fund.

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Student contributions towards highly subsidized services are collected in a separate fund. Finally, each university has a research fund made up of a lump sum grant from the state-provided budget plus a portion of the income from the revolving fund and from earmarked projects given by the State Planning Organization.


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UNIVERSITIES

A university consists of faculties, four-year schools and departments within those units, offering Bachelor’s level programmes, with a vocational emphasis in four-year schools,two-year vocational schools offering Associate’s level programmes of a strictly vocational nature. Graduate-level programmes consist of Master’s and Doctoral programmes, coordinated by graduate schools called “institutes”. Medical specialty training programmes equivalent to Doctoral level programmes are carried out within the faculties of medicine, university hospitals and the training hospitals owned by the Ministry of Health and the Social Insurance Organization.


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Universities are founded by law to be enacted by the Parliament; upon the recommendation of the Council of Higher Education to the Ministry of National Education and theapproval of the cabinet. The faculties, institutes and the four-year (vocational/professional) higher schools are founded by the decision of the Cabinet.


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Foundation universities are required to conform to the basic academic requirements and structures set forth in the law. Apart from this, they are free to manage their own affairs according to the rules and regulations adopted by their boards of trustees. The boards of trustees appoint the rectorsand the deans. The appointment of the rectors, however, is subject to the consent of the Council of Higher Education.

In state universities, the rector is appointed by the President ofthe Republic from among three candidates holding the academic title of professor, selected by the faculty members.


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QUALIFICATIONS

The Turkish higher education system has consisted of a structure based on undergraduate and graduate levels of study, except for Dentistry, Medicine and Veterinary Medicine programmes in which programmes are based on a system equivalent to combined Bachelor’s and Master’s programmes.

Two-year vocational higher schools leading to Associate’s degree, which is equivalent to the shortcycle degree defined in the Bologna Process, are also contained in the higher education system.


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Graduate degrees are • the Master’s degree• the PhD/Doctorate degree.

There are two types of Master’s programmes: • with a thesis• without a thesis.


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ACCESS TO HIGHER EDUCATION

Admission to higher education is centralized and based on a nation-wide single-stage examination administered by the Student Selection and Placement Center (ÖSYM).


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THE STATISTICS

The steady increase in the student population in higher education is a significant sign of the demand for higher education by the corresponding age group. In the academic year of 2004-2005, the total number of students in higher education system in Turkey:

1.367.568 (without distance education)2.059.159 (with distance education)


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In the same year, the total number of undergraduate students is1.344.821 out of which 482.461 attend the distance education programmes of Anadolu University.

It must be noted that, even though 24 out of 77 universities arefoundation universities, only 4.4% of the students are enrolled in foundation universities.

On the other hand, the share of the graduate students in the higher education is about 5.8% and needs to be increased.


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Distance education students are excluded.

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Figure a and Figure b show the number of teaching staff and the number of students per teaching staff in vocational higher schools (short-cycle), excluding distance education.

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Student graduation performances are:

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DOCTORAL STUDIES AND RESEARCH

The PhD/Doctorate programmes consist of a minimum of • seven courses,• a qualifying examination,• a dissertation proposal• and a dissertation.

The duration of Doctorate programmes varies depending on the field of study. The period alloted for the completion of theDoctorate programmes is eight semesters. However, the regulations enacted by the senate of each university specifythe procedures to be followed in the case of students who can graduate in a shorter period of time.


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THE LINKS BETWEEN HIGHER EDUCATION AND RESEARCH

The Supreme Council of Science and Technology (SCST), chaired by either the Prime Minister (or his Deputy), consists of

the ministers of S&T - related ministries,the President of the Higher Education Council,the undersecretaries of State Planning Organisation,

Treasury and Foreign Trade, the President and a vice president of the Scientific and

Technical Research Council of Turkey (TÜBİTAK),the presidents of the Nuclear Energy Council and the Union of Chambers of Commerce and Industry.

The general secretariat to the SCST is TÜBİTAK.


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In 1993, the strategic choice of a) not only to achieve excellence in scientific and technological research, b) but also to turn scientific and technological findings Into economical and/or social benefits was made. Accordingly,the S&T Policy of Turkey has since then been based on the establishment of a national innovation system. The outcome of the implementation of this policy increased

the R&D realised by business enterprise from 20% to over 33%,

R&D financed by business enterprise from 27% to 43%, GERD in % of GDP raised from 0.32% to 0.64%, R&D personnel per 10,000 labour force raised from

7.5 to 13.1.


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About 70% of the research work in Turkey is conducted in universities. If the number of publications in reputable international journals is taken as an indicator of the research work, Turkish universities have shown a continuous remarkablesuccess by moving from 40th in 1990 to 21st in 2003 among world states ranked with respect to the number of publications in journals covered by SCI, SSCI and AHCI of ISI.

The rate of increase of those publications has been well over 20% per year for the last four years while the share of Turkey in world has increased from 0.571% to 0.940%.

The universities have produced 98.2% of these publications in 2003.


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It is fair to say that the pace of increase in these publication shows a healthy development in achieving excellence in scientific and technical research. However, it would not be unfair to state that the university-industry link is far from beingsatisfactory to produce the desired number of patents and industrial products and turning these scientific and technological findings into economical and social benefits.

The establishment of industrial development regions in the campuses of the higher education institutions is an important development to overcome this weakness.

Another positive impact is expected from recently participated framework programmes EU.


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LIFELONG LEARNING

Almost all the universities have "continuous education center"s contributing to Lifelong Learning. These centers offer seminars,conferences and refresher courses to those who wish to be kept up to date in their profession or to those who would like additional skills and/or knowledge in a different field. Faculties of education of the universities collaborate with Community Training Centers to develop training programmestailored to the needs of the local community.


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Meanwhile some of the universities have started establishing virtual learning centers to provide lifelong learning services to business and community using ICT and internet.

Even though the Turkish private sector is very keen on keeping its personnel fully equipped with the state of the art knowledge; the State does not yet have any compulsory measures for the professionals to follow the new developments to continue practicing their profession.


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Anadolu University has been supported as the major provider of lifelong learning opportunities to the society through distance education system.

Since mid 1980’s, various degree, degree-completion and certificate programmes

have been offered to adult population from different professions such as teachers, nurses and farmers.


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As of 2004-2005 academic year Anadolu University distance education student population reached 950.000. Approximately 60% of this cohort is above the age of 24 and it is estimated that 70% has already an occupation.

There are 112.000 adult students in the occupational training programmes offered to in-service personnel of

Police, Gendarmerie, Army,Air Force and Navy.


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“Second University” project has been carried out by Anadolu University since 2001 with the aim of enabling students to study in another field and improve their qualifications.

Within the context of the project, current number of enrollment in various distance-learning programmes of the universityis 33,500.


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RECOGNITION OF DEGREES AND PERIODS OF STUDY

Turkish NARIC (National Academic Recognition Information Center) Office has been established under the supervision of the Council of Higher Education (YÖK) in April 2003.

The Turkish ENIC (European Network of National Information Centers of Academic Mobility and Recognition) Office has beenoperating under the Council of Higher Education (YÖK) since 1998.


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The main objective of the Turkish ENIC/NARIC offices is facilitating academic recognition of diplomas and periods of studies by promoting information and experience exchange in the Member States of the EU, the EEA countries and the candidate countries of the EU.

Turkey has been one of the signatory countries of Lisbon Recognition Convention as of December 1, 2004.


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The national Diploma Supplement (DS) template has been formed in line with the UNESCO-CEPES and UNESCO standards with the coordination of the Council of Higher Education; and a standard Turkish DS model has been disseminated to the universities.

Diploma Supplement and the European Credit Transfer System(ECTS) were made mandatory by YÖK at all universitiesin Turkey.


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MOBILITY OF STUDENTS AND STAFF

The obstacles influencing the mobility of students and staff are:

• Difficulties in getting visa,• Insufficient supplementary funding schemes,• Lack of information or misunderstanding of ECTS

applications among the faculty members,• Lack of up-to date course information of the partner

Institutions,• Residence permit process for incoming students,• Lack of knowledge among European students about

the quality of higher education in Turkey.

SCREENING CHAPTER 26 EDUCATION AND CULTURE

AGENDA ITEM 2: RECENT DEVELOPMENTS

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Special measures needed to improve mobility of student and staff can be listed as:• Establishment of administrative offices within

universities dealing specifically with the Erasmus Programme,

• Increasing the number of course offerings (mostly) in Englishlanguage,

• International marketing/appearance towards participating in European-wide conferences and fairs,

• Increased site visits to/from the potential partner institutions,• Promotion of the Erasmus Programme within universities,• Usage of ECTS as an additional credit transfer system, • Increasing the visibility of the Turkish universities in the

Erasmus Programme.



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STUDENT COUNCILS AND INVOLVEMENT IN HIGHER EDUCATION INSTITUTIONS

Students do play an active role and can contribute significantlyto changes in higher education. Since the Prague summit in 2001, student involvement has been one of the action lines in the Bologna Process and, since then, it has been continuouslyacknowledged that the students should participate in and influence the organization and content of education at highereducation institutions. This has been confirmed and even strengthened by ministers in the Berlin Communiqué.



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STUDENT COUNCILS AND INVOLVEMENT IN HIGHER EDUCATION INSTITUTIONS

Students do play an active role and can contribute significantlyto changes in higher education. Since the Prague summit in 2001, student involvement has been one of the action lines in the Bologna Process and, since then, it has been continuouslyacknowledged that the students should participate in and influence the organization and content of education at highereducation institutions. This has been confirmed and even strengthened by ministers in the Berlin Communiqué.



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In view of these facts and realizing that students’ involvement in planning and making recommendations for institutional development, whenever possible, is an exercise of responsibility and hence forms a significant part of their education; in 2001, the Council of Higher Education approved the set of regulations proposed by the Interuniversity Council toestablish a "Student Council" in each university.

The president of the council and faculty representatives are invited to the senate and board meetings by the rector or deans, though they do not have voting rights.



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QUALITY ASSURANCE SYSTEM

By law, it is the responsibility of YÖK and ÜAK to see to it thata national system of quality assurance with a structure and function comparable to its transnational counterparts is established and implemented.

Quality assurance has firmly been on the agenda of many higher education institutions in Turkey at least for the last decade, mainly spurred on by requirements arising from international accountability and recognition of academic programmes and, more recently, from those of Bologna process.



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QUALITY ASSURANCE SYSTEM

A new set of regulations for the academic assessment and the quality improvement at universities, complying with the recommendations and the criteria of the Berlin Communiqué and those for standards and guidelines for quality assurance inthe European Higher Education Area (EHEA) developed by ENQA was enacted on September 20, 2005.



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An independent commission of 9 members responsible for maintaining and organizing the activities related toacademic assessment and quality improvements at highereducation institutions specified by the regulations has nowbeen formed by Inter-university council and has startedworking. It is expected that the first internal assessmentof all universities as well as the external assessment of some will be completed and the results will be made public beforethe 2007 ministerial meeting of the Bologna Process.



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EUROPEAN DIMENSION IN HIGHER EDUCATION

There is no legal obstacle in the establishment and recognitionof joint degrees and/or joint study programmes. Universitiescan set up and carry out joint degree programmes throughinternational partnerships with the approval of the Council ofHigher Education (YÖK). Currently, there are examples of dualBachelor’s and joint Doctorate programmes and the universitiesare encouraged by YÖK to increase such joint programmes inaccordance with the action lines of the Bologna Process.



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EUROPEAN DIMENSION IN HIGHER EDUCATION

• 1/3 of the universities a research and teaching activity connected to European Integration.• The Jean Monnet Action active in Turkey since 2001.• Turkey has been eligible on co-finncing base in Tempus III.



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THE ATTRACTIVENESS OF EHEA

• Major tool is is Erasmus Mundus programme, but• the official participitation in the programme not formalized yet.• Turkish universities are not eligible in that for 2005-2006



higher education system in turkey

Documents

higher education law

higher education system

stucturehigher education

council of higher education

cultureagenda item

ministry of national

state universities

fouryear schools