Education, a vehicle for change
Education is one of the most effective tools to enhance people’s achievements, freedoms and capabilities. It works as a master key opening many doors. Education is also a fundamental human right. However in Turkey despite the eight year compulsory education system, only 89% of young people complete their primary education. And only 56% of young people continue to high school after primary school and only 18% make it to university right after graduating from high school.
The State of Youth Survey which was conducted for the National Human Development Report among more than 3,000 young people showed that 30% of young people did not attend post-secondary school institutions or university because they had to go to work and earn money and 50% stated a “lack of interest or desire”, 11% were kept from going to school by their parents. Other reasons were lack of schools in a given region, lack of transport to schools or for some families simply “being a girl”. When one looks into group which state “lack of a desire for the school” more carefully, 60% of this group comes from poor families.
The report stresses that despite considerable increase in the education budget in recent years in Turkey, expenditure on education is still low compared to OECD countries. Expenditures per primary, secondary (and post-secondary non-tertiary) students increased in most countries between 1995 and 2004. The increase is 50% or more in a group of countries including Turkey, Greece, Hungary, Ireland, Poland, Portugal, and the Slovak Republic. Still, while OECD countries spend on average US$ 81,485 per student over the expected duration of primary and secondary education, total expenditure for each primary and secondary student is under US$ 40,000 in Turkey, similar to the amounts spent by Mexico, Poland, and the Slovak Republic. This expenditure goes up to US$ 100,000 or more in Austria, Denmark, Iceland, Luxembourg, Norway, Switzerland and the United States.
The report “Youth in Turkey” states that “problems with access to education represents a paucity of opportunity that prevent young people from enjoying meaningful participation in the economic and social life of the country, hindering their capacity to become productive, fulfilled citizens” and reminds that expanding education is a priority. The report suggests that focusing on early childhood education and ensuring that children from different socio-economic backgrounds have access to quality early childhood education can ensure children to enter primary education at a certain level of minimum standards in each school. The report notes that reform needs to be done also on the student selection process, and that more opportunities are also needed for teachers in order to enhance their professional skills.
According to the National Human Development Report, improving the education quality at all levels is an equal priority which would also contribute to the “equal opportunities for all” dimension. Ensuring young people’s access to quality education is essential if they are to adapt to new and changing patterns of life. Each year in the University Entrance Examination, the insufficiency of the general level of knowledge and skill is exposed; for example the correct answers to mathematics and geometry questions is just above 7 out of 45 on average. Getting rid of the memorized learning method and the crammed exam agenda will, in the long term, create radical and long-lasting changes in the Turkish educational system.
Recent efforts to change the curricula for a more child-centred and constructivist approach holds potential for enhancing young people’s capacity to participate effectively in an innovative economy and a democratic society. The successful implementation of the curricula changes through effective pre and in-service teacher training and monitoring systems and the ability to make any new changes which appear necessary in this field on the basis of sound evaluation will be fundamental for the fulfilment of its potential. Although problems are expected to arise during the transition period, the educational reforms seem to hold significant potential for improving education. Obviously the pattern of their implementation will be crucial in terms of their effectiveness.
Both vocational schools and vocational school graduates need more support from government, businesses and society at large.
According to the youth report, an effective orientation system should be adopted in the educational network, beginning with the interaction and cooperation between the vocational/technical schools and the industrial and services related businesses in the private sector. As a result of this effort, perhaps many young people will opt for a rewarding vocational education followed by a passage to a satisfactory job and the cramming in the doorsteps of universities will lessen.
According to 2005 data, the ratio of students who chose to do vocational studies in Turkey is 36%. In the existing system, those who choose to go to vocational schools are usually the academically less inclined, who turn to vocational schools because they do not have other options. However, a new assessment system can be developed which can correctly evaluate the talents and eagerness of the young people in the fields they study.
The fact that the ratios for unemployed vocational school graduates are high means that the interrelation between vocational schools and business places should be re-considered. Chambers of industry and industrial zone administrations can help improve the quality of vocational schools by renewing and modernizing the educational equipments, materials and tools used in these schools. Business places will contribute to the reduction of the unemployment problem by offering internships and later, permanent jobs to the students and graduates of vocational schools.
New codes in society should be established and encouraged that value professionals like computer technicians, tailors, tilers, etc. who are good at their job, as important and respectable people. Young people expect this encouragement from the society, the State, the private sector and the media. Financial incentives for such vocations may also help.
