Non-Formal and Informal Learning in Turkey

Quality Assurance and Turkish Qualifications Framework

Tuncay Derolu
Council of Higher Education

Outline
Global Trends in HE
Higher Education System in Turkey
Bologna Process
Quality Assurance in HE
Turkish Qualifications Framework
Informal and Nonformal Learning

in Turkey
What is the Next?

System

Trends in Higher Education

Decrease in the Public Funds

Internationalisation
Importance of Societal Outreach
Quality Assurance and Accreditation
Rankings
)
n
it o ion
a t
z
i ra Demand in Higher
l
a
o
Education
b
lo lab
in Learning
Change
G l
Environments by
o
Information
C
Technologies
(
Diversity of HEIs
(Mission
Differentiation)

Numbers of Higher Education

Institutions in Turkey

Total Number of Students in HE(20142015)

Total
Short Cycle
(associate)
First Cycle (bachelor)
Second Cycle
(master)
Third Cycle (PhD)

6.063.680
2.013.078
3.628.871
343.979
77.752

EHEA (Bologna) Process

QUALIFICATIONS
FRAMEWORK
Cycles
Diploma

Descriptors

Work Load

Learning Outcomes

Credits (ECTS)

Profile

Purposes: Transparency, Recognition, Mobility

QUALITY ASSURANCE

BOLOGNA PROCESS

The Bologna Process, initiated in 1998, aims at

creating by, 2010 the European Higher Education Area
(EHEA) based on the a system of easily readable
and comparable degrees which will comply to:
1:The so-called ENQA S&G: Standards and Guidelines
for Quality Assurance in the European Higher
Education Area
2:A Framework for Qualifications in the European
Higher Education Areathat identifies three main
cyclesof HE (first, second, third)

EHEA BOLOGNA 2015 REPORT (ERIVAN COMMUNIQUE)

Enhancing the quality and relevance of learning

and teaching
Fostering the employability of graduates
throughout their working lives
Making our systems more inclusive
Implementing agreed structural reforms
The governance and working methods of the
EHEA must develop to meet these challenges

BOLOGNA PROCESS
IS AN IMPORTANT TOOL IN THE REFORMING
THE TURKISH HIGHER EDUCATION SYSTEM

Turkey joined the Bologna Process in 2001 affirming its

commitment the general principles of the Process
Since then actively involved in reforming the higher
education in Turkey in line with the requirements set forth
by its action lines
Bologna Reforms forward has gained a momentum
particularly after 2005.

The European Higher Education Area in 2015: Bologna Process Implementation Report

The European Higher

Education Area in 2015:
Bologna Process
Implementation Report

TVET LEGISLATION

The Constitution of 1982

(Art.10,24,42,62,130,131)

Law No.4702 of 2001 amends

existing laws and stipulates the
creation of Vocational and Technical
Zones that comprise of TVET upper
secondary institutions. It grants
Access for graduates of TVET upper
secondary schools to two-year
tertiary level education.
Primary Education and Education
Law, No 6287 dated March 3, 2012.
The Higher Education Law No.2547
of 1981 outlines goals and principles
of higher education.

The Turkish National Education System is determined

by National Education Basic Act No.1739, which
consists
of
main
parts
namely
formal education and non-formal education

NON-FORMAL LEARNING AND INFORMAL LEARNING IN TURKEY

MoNE, Turkish Labor Agency (ISKUR), Small and Medium

Enterprises
Development
Organisation
(KOSGEB),
Municipalities, HEIs Continuing Education Centers, Chamber
of Commerce and Industry, Professional Societies, and other
NGOs deliver Life Long Learning (LLL) programs
Vocational Training Courses, Enterpronourship Courses, Job
training and Personel development programs are served.
But quality of these activities has to be improved. Bologna
process and the acquis communautaire will be facilitated these
QA procesess.

NON-FORMAL LEARNING AND INFORMAL LEARNING IN TURKEY

Non-formal educational services are provided by the Directorate
General for Lifelong Learning through the following institutions;
Public Education Centres (Total number: 980)
Vocational Education Centres (Total number: 334)
Tourism Education Centres (Total number: 9)
Maturation Institutes (Total number: 15)
Open Lower Secondary School, Open Upper Secondary School,
Open Vocational and Technical School
Non-formal education is delivered through short courses, public
training, apprenticeship training and distance learning in public
and private schools which operate under the coordination of the
Ministry of National Education. In accordance with the general
objectives and basic principles of national education, non-formal
education covers citizens who have never entered the formal
education system or are at any level of it or have left at that
level, and it may accompany formal education or be independent
of it.

TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET)

The TVET system in Turkey includes two main dimensions: theoretical (school
training) and practical (in-company training). Vocational education policies
and activities are mostly carried out by the MoNE within the framework of
Law No. 3308, which came into force in 1986 and Law No. 4702 of 2001,
which brought about changes to the system, establishing new and strong
links of co-operation with industry and commerce. The vocational education
system includes:

Vocational and technical high schools providing training in 228 occupations and
giving access or leading to the qualification of specialised worker and technician;
Apprenticeship training, which is a combination of mainly practical training
provided in enterprises and theoretical training provided in vocational education
centres; and
Non-formal education is provided primarily through vocational education
centres. Non-formal education provides educational services in line with the
general aims and basic principles of national education to citizens who have
never entered or who are at a certain level of the formal education system or
who have left formal education.

Continuing Education / Life-LongLearning Centers HEI

Most of the universities has Continuing Education / Life-LongLearning Centers.
These Centers
Enhancing the relationship between Business World and Academic
World.
Fostering the employability of graduates throughout their working
lives
The Council of National Continuing Education Centers of InterUniversities in Turkey (TSEM) is established as a platform in 2010.
There are 107 members of TSEM Council at the moment ( January 25
2016)

The Council of National Continuing Education Centers of

Inter-Universities in Turkey

TSEM Council consists of the Manager /President / Directors of the

Continuing Education or Life-Long-Learning Centers in Turkey and KKTC
Universities (SEM) and the centers conducting the same activities of SEM.
General Assembly represents TSEM Council Committee. Representatives of
The Council of Higher Education (YK), The Directorate of Interuniversity
Council (AK), Ministry of National Education (MEB), Vocational Qualification
Authority (MYK), Turkish Employment Agency (KUR) and the related
organizations can participate to the council meetings as an observer.

The main purpose of the council is, to ensure that the Continuing Education /
Life-Long-Learning Centers become institutions that provide higher quality
education, more active, and widespread by working on accreditation,
assessment and certification of the education programs arranged by the
centers, as well as co-operating with the national , European and
international institutions, organizations and societies. It is also among its
tasks to solve the financial and bureaucratic problems of Continuing
Education / Life-Long-Learning Centers by being represented individually and
strongly against the competent authority, together with proposing mutual
projects and be responsible to arrange and co-ordinate mutual educations.

INCLUSION OF VNFIL IN THE FURTHER DEVELOPMENT

OF THE TQF
An important consideration in the planning of a VNFIL system for
Turkey is of how it should relate to the Turkish Qualifications
Framework (TQF).
The relationship between VNFIL and the TQF thus depends on:
whether the knowledge, skills or competences being validated
are recognised within formal VET system qualifications included in
the TQF;
whether the assessment methods and/or evaluation of
documentary evidence meet the requirements for award of the
qualifications in question;
whether the quality assurance arrangements in place are
accepted by those responsible for certification.

REGULATIONS ON QUALITY ASSURANCE IN HE

(23 July 2015 Official Gazette with no 29423)

SCOPE: TEACHING-LEARNING, RESEARCH, ADMINISTRATIVE

SERVICES
CONSTITUTING THE BOARD OF QUALITY ASSURANCE AT CoHE
Not a UNIT of CoHE, but an ASSOCIATED STRUCTURE
PARTICIPATION of RELATED STAKEHOLDERS in the BOARD
TAKING ITS DECISIONS INDEPENDENTLY and SHARING with PUBLIC
ASSESSMENT: INSTITUTIONAL and PROGRAMME Based
INSTITUTIONAL EVALUATION - COMPULSORY
INTERNAL and EXTERNAL EVALUATION BASED on EVALUATION
REGARDING MISSIONS of the HEIs
PROGRAMME ACCREDITATION not COMPULSORY, but VOLUNTARY
as CoHE ENCOURAGES INSTITUTIONS
ACCREDITATION WILL BE PROVIDED by AGENCIES HAVING
LICENCED by CoHE

REGULATIONS ON THE PROCEDURES AND PRINCIPLES CONCERNING THE IMPLEMENTATION OF TURKISH QUALIFICATIONS FRAMEWORK (TQF)
(6 November 2015 Official Gazette with no 29423)

This regulation defines principles related to the administration

and management of TQF:

Recognition of the prior learning and its quality assurance

Key Qualifications is defined by the responsible Agencies

THE LAW NUMBERED 6111 (Student Workload and Credits)

(Regulation with no 6111 Article 44 published in the official gazette with number 27857
and dated 25/02/2011)

In the calculation of course credits included in Clause 44 of Higher Education Law with
no 2547, student work load is regarded based on the acquisition of expected
knowledge, skills and qualifications on the basis of each programme and defined for
each level within the Framework of Turkish Higher Education Qualifications. Student
work-load defines the whole time spent in education and training activities such as
laboratories, workshops, clinic studies, assignments, application, projects, seminars,
presentations, preparations for exams, exams, training and field training as well as
course hours. 1 credit is allocated by the senates of higher education institutions
consisting of 25-30 hour student workload.

Within the Framework of Turkish Higher Education Qualifications, 120 credits must be
achieved for 5th Level (Associates Degree); 240 credits for 6 th Level (Bachelors
Degree); 90 credits for 7th Level (Masters Degree) and 180 credits for 8 th Level
(Doctorate Degree). As Programmes such as Medicine, Dentistry, Pharmacy, and
Veterinary as well as Secondary education teaching programmes consist of 300 credits,
these programmes are integrated programmes in master level.

QUALITY ASSURANCE for VNFIL

The integrity of the VNFIL system will depend on the robustness of the quality
assurance arrangements that underpin the assessment and awarding of VNFIL
certificates.
In the case of VNFIL which is carried out through RPL procedures for the awarding of
credits or qualifications within the formal VET system, the normal quality assurance
arrangements should apply with both internal and external verification procedures
followed.
For other VNFIL certification, the quality assurance principles should include the
verification of assessments both internally within the organization administering the
VNFIL, i.e. though a process in which potential VNFIL decisions are independently checked
by persons from the institution who are not directly involved in the original assessment, to
ensure consistency in the interpretation of criteria and guidelines and the evaluation of
evidence, and externally, involving the independent checking of verifiable information
regarding assessments carried out in different institutions on a sampling basis.
All decisions on whether or not to accept documentary or portfolio evidence should be
based on guidelines setting out principles and minimum requirements, and should be
subject to external approval, in order to ensure consistency.

What is Next?
Challenging issues of Turkish HE to be focused in the future as
follows:
internalisation of HEQF and TQF by HEIs,
to introduce tools of Bologna Process into the programme
accreditation processes,
to extend the implementation of QA processes in all aspects of
HEIs,
to increase the implementation level of ECTS,
RPL, especially of informal and non-formal learning,
to make our systems more inclusive which is an essential aim
for the EHEA,
to implement agreed structural reforms which is a prerequisite
for the consolidation of the EHEA,
to foster the employability of graduates throughout their
working lives in rapidly changing labour markets.

THANK YOU !

For contact:
Prof. Dr. Tuncay Dogeroglu
Vice President of Quality Board of CoHE
Bilkent, Ankara / Turkey
E-mail:tdogeroglu@yok.gov.tr