Project Description-eski

The TI-SAETO project setting is characterised by increased European efforts in establishing systematic quality policies on all levels of the education and training systems (CQAF - Common European Quality Assessment Framework) in all member states. It is based on the product of an earlier Leonardo project SAETO with a different consortium. The countries participating in this transfer project have very different conditions regarding the size and structure of the markets. Turkey offers a very big market with different cultural background for the different regions of the country while Latvia has a very small and level market. The Belgian partner, through its members, brings a mult-national, mutli-cultural dimension that represents training organisations all over Europe. Thus, each of the partners will contribute a different national or disciplinary perspective to enhance the adaptation and refinement.

Needs Analysis
In line with the target of EU membership, Turkey is aiming to complete the acces­sion process through increasing the level of harmoni­zation with the Copenhagen political cri­teria; fulfilment of the economic criteria; and finalization of negotiations concern­ing the EU acquits gathered under 35 chapters. In the table below can be found the numbers who must be introduced to the demands of the Copenhagen/Brugge Process[1][2].
 
Turkish Education System
Schools / Faculties
Teachers
Students
Vocational and Technical Education
4,029
82,736
1,182,637
77 Universities
1,257
79,555
2,073,428
Non-Formal Education
1,984
11,839
1,770,088
http://sgb.meb.gov.tr/istatistik/TURKIYE_EGITIM_ISTATISTIKLERI_2005_2006.pdf
 
The percentage of those in the vocational education system across the EU countries is 65% while in Turkey it is 35%. Although Turkey encounters difficulties in finding experienced mid-level workers in key areas of the economy, the unemployment rate of vocational educa­tion graduates is high, increasing from 10.9% in 2000 to 13.3% in 2005.
 
Results
 
Students with high cognitive skills do not chose vocational education.The vocational education system is not meeting the needs of the labour market. The current vocational edu­cation programs are not developed in col­laboration with all stakeholders.There is a lack of equipment and insufficiently qualified education personnel. In Turkey, quality assurance is not integrated into the vocational and technical education. It is ESSENTIAL for our future, to raise qualification, develop innovation, and invest in education to raise us to the standards of the other EU states.

Ti-Saeto_folder_E_2010_02_20_Print

 

[1] Communiqué from Helsinki 2006

 


Last update 2010-02-18
Design & Programme by BeyBilgisayar.