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) Ministry of National Education (MoNE)Planning,Coordination governance and Supervision of HE Council of Higher Education (CoHE) Council of Higher Education (CoHE) - An autonomous corporate public body - 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 ( ) 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), -Strengthening Technical Vocational Education and Training in Turkey(SVET), MoNE and other partners Duration: (all legislative processes have completed) Duration: (all legislative processes have completed) from academic year the technical vocational high schools programs have been changed into LO based system. - Modernisation of Vocational Education and Training in Turkey (MVET), Modernisation of Vocational Education and Training in Turkey (MVET), MoNE,CoHE,Universities,industry,social partners. Qualifications for vocational education are identified and programme development studies achieved

NQF studies in Turkey Contributions LLP increase in focusing on qualifications than before through studying in different networks, Erasmus Programme ( ) Erasmus Programme ( ) -student mobility, ECTS studies caused universities to focus more on LO,thus giving some flexibility with respect to training methods -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: some points from universities’ responses: - qualifications in levels 5 to 8 are consistent with Turkish HE system levels, - qualifications in levels 5 to 8 are consistent with Turkish HE system levels, - Link to previous levels of education needs to be studied, - 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. - 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 ghereducation/EHEA201 0/CoEPresent_en.asp Consultation papers from Turkish univ.

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