an overvİew of recognition of priorbologna.akdeniz.edu.tr/_dinamik/141/2736.pdf · however, the...

AN OVERVİEW OF RECOGNITION OF PRIOR

LEARNING (RPL) IN TURKEY

Current Situation, Developments & Challenges

Prof. Dr. Mehmet Durman

BOLOGNA PROCESS IMPLEMENTATION IN TURKEY 2011–2013: Advice and

Assistance Meeting, Istanbul Technical University, Faculty of Management, Istanbul, May 09-10, 2013

OVERVIEW 2

A Brief Introduction to the Higher Education in Turkey

Bologna Issues and Current State of Implementations of RPL

in the Turkish Higher Education

Turkish Qualifications Frameworks & RPL

Challenges Beyond 2013

3

HIGHER EDUCATION IN TURKEY

Higher Education Institutions: Programmes & Qualifications

Higher education in Turkey comprises all post-secondary education

programmes, consisting of the three main cycles and the short cycle

in terms of the terminology of the Bologna Process as follows:

Universities consist of:

• Graduate Schools (Institutes) offering Master’s (second cycle)

and Doctoral (third cycle) degree programmes & qualifications

• Faculties offering bachelor’s degree (first cycle) programmes &

qualifications

• Four-year schools offering bachelor’s degree (first cycle)

programmes & qualifications with a vocational emphasis,

• Two-year vocational schools offering associate’s degree (short

cycle programmes & qualifications of a strictly vocational nature.

4

Turkish Higher Education System meets three main cycles of HE:

Associate’s Degrees (2 years, 120 ECTS)

Bachelor’s Degrees (4 years, 240 ECTS)

Graduate Degrees:

o Masters (min. 1,5 years, 90 ECTS)

o Doctorate (min 3 years, 180 ECTS)

Except for one-tier programmes:

o Dentistry (5 years, 300 ECTS),

o Veterinary Medicine (5 years, 300 ECTS)

o Medicine Programmes (6 years, 360 ECTS)


Higher Education Institutions: Programmes & Qualifications

5


Higher Education Institutions

* ÖSYM Statistics, 2012.

Since 2001, the number of state universities has increased from 53 to103,

that of foundation universities from 23 to 65 and in total from 76 to168. The

increase was almost two and half fold.

The # of universities by years*

6


Higher Education Institutions: Student Enrolment

* OSYM Statistics, 2011.

The # of students by years*

Since 2001, student enrollments in HEIs have increased by almost three-fold. However, the share

of number of students studying in (Associate’s & Bachelor’s) degree programmes of distance

education of the Open Education Faculty of Anadolu University in the total numbers of students

studying at the same level of study programmes in all HEIs is very high. As for 2012, it was about

47%.

7



The Gross Enrolmment Ratio (GER) in HE in the Age Group of 18-22 *

The target for the GER in HE in the 9th Five Year Plan between 2009

and 2013 was 48%. This has been already achieved and over

exceeded. * ÖSYM HE, TÜİK Population & MoNE Statistics. The number of students enrolled at graduate level studies are not included in the data.

8



Student Gender Distribution in HE in 2012

Equality between women and men is one of the fundamental principles of

Turkish HE and a good balance between female and male students in HE has

been achieved.

*OSYM Statistics, 2011.

9



*OSYM Statistics, 2011; ** Data includes students in Medical Specialisation third-cycle studies

The share of the graduate students in the higher education is about 6 %. It is

low and needs to be increased.

Share of Students at HE Degree Levels in 2012

10




65 out of 168 universities are foundation universities but only 5% of the

students are enrolled in foundation universities.

Share of Students at Different Types o f HEIs in 2011

11


Higher Education Institutions: Academic & Teaching Staff


Since 2001, the increase in the number of academic and teaching stuff was about

60%. With this increase, number of students per teaching staff (excluding open

education) has decreased to approximately the ratio of 20 approaching to the that of

the OECD Average ratio of 16. But the imbalance among the fields of studies

particularly in newly emerging fields still exists and this is a concern of the CoHE &

HEIs to compensate the gap in favour of those lagging behind.

Academic & Teaching Staff by Years

12

BOLOGNA PROCESS AND TURKEY

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.

13

13

1. DEGREE SYSTEM EXCELLENT

(4.67) VERY GOOD (4.33) VERY GOOD (4.33)

VERY GOOD(4.66)

• Stage of implementation of the first and second cycle EXCELLENT (5) EXCELLENT (5) EXCELLENT (5) EXCELLENT (5)

• Access to the next cycle VERY GOOD (4) EXCELLENT (5) EXCELLENT (5) EXCELLENT (5)

• Implementation of NQF - GOOD (3) GOOD (3) VERY GOOD (4)

2. QUALITY ASSURANCE SOME PROG. (2.00) VERY GOOD (4.00) VERY GOOD (3.66) SOME PROG (1.66)

• National Implementation of ESQ for QA in the EHEA SOME PROG. (2.00) EXCELLENT (5) - -

• Stage of development of external quality assurance system SOME PROG. (2.00) VERY GOOD (4) GOOD (3) GOOD (3)

• Level of student participation SOME PROG. (2.00) VERY GOOD (4) EXCELLENT (5) POOR (1)

•Level of international participation SOME PROG. (2.00) GOOD (3) VERY GOOD (4) POOR (1)

3. RECOGNITION OF DEGREES AND STUDY PERIODS VERY GOOD (3.67) VERY GOOD (4.33) VERY GOOD (4.00) GOOD (3.00)

• Diploma supplement VERY GOOD (4) VERY GOOD (4) VERY GOOD (4) GOOD (3)

• Lisbon Convention GOOD (3) VERY GOOD (4) EXCELLENT (5) -

• ECTS VERY GOOD (4) EXCELLENT (5) GOOD (3) GOOD (3)

4. LIFE LONG LEARNING - GOOD (3.00) POOR (1.00) POOR (1.00)

• Recognition of prior learning - GOOD (3) POOR (1) POOR (1)

5. JOINT DEGREES - EXCELLENT (5.00) - -

• Establishment and recognition of joint degrees - EXCELLENT (5) - -

AVERAGE IN TOTAL GOOD (3,30) VERY GOOD (4.16) GOOD (3,80) GOOD (2.88)

BERGEN

2005 LONDON

2007

LEUVEN

2009

BUCHAREST

2012

BOLOGNA SCORECARD OF TURKEY BERGEN 2005 TO BUCHAREST 2012

14 14

BOLOGNA SCORECARD OF TURKEY

LIFE LONG LEARNING: RECOGNITION OF PRIOR LEARNING

BUCHAREST- 2012

No procedures for RPL are in place

EITHER at the national OR at the

institutional/programme level.

15

THE USE OF RPL

Through the RPL, learners, in general, are provided with the following

possibilities:

Access to programs

Access to exams

Exemptions from some programme requirements

Certification of units

Credit accumulation and transfer

Recognition of qualifications

16

THE USE OF RPL IN TURKEY

In Turkey, RPL is used for:

Access to programs

Access to exams

Exemptions from some programme requirements

Certification of units

Credit accumulation and transfer

Recognition of qualifications

(N/A)

(N/A)

(very limited)

(N/A)

(very limited)

(N/A in HE; limited to VQA Qualifications)

17

ARRANGEMENTS FOR RPL IN HE IN TURKEY

Recognition of prior formal learning:

Regulated at the national level by the CoHE

Used for credit accumulation and transfer (lateral and vertical)

Recognition of prior non-formal or informal learning:

is in an early stage of development

there is no a comprehensive and enabling legislative

framework at the national level in place yet.

Implementations exist within the autonomy of HEIs but highly

limited.

Applied only for exemption of a very few courses such as

foreign language and computer use.

18

ARRANGEMENTS FOR RPL FOR VOCATIONAL QUALIFICATIONS

Recognition of prior formal, non-formal and informal learning:

Vocational qualifications Authority (VQA) is the responsible

body for vocational qualifications in Turkey.

Under the national vocational qualifications system set up and

operated by the VQA, authorized certification bodies (Voc-Test

Centres) accredited according to TS EN ISO/IEC 17024

undertake assessment, evaluation and certification activities.

Qulaifications acquired through formal, non-formal or

informal environments and assesed and certified by the

authorized certification bodies are recognised by the VQA.

So far, VQA qualifications cover those of TQF Levels from 3 to

6 including higher education levels of 5 and 6.

In time, VQA qualifications will expand to all levels of TQF.

19

TURKISH QUALIFICATIONS FRAMEWORKS AND RPL

Turkish Qualifications Framework for HE (TQF-HE) was

established in 2010 and, now, in implentation phase.

Turkish Qualifications Framework for LLL (TQF) including HE

levels was initiated in 2010 and, so far, design and

consultation processes has been completed. Planned to be

submitted to the Cabinet in July 2013 for approval and

referenced to European Frameworks before the end of 2013.

Both TQF and TQF-HE support the RPL achieved in formal,

non-formal and informal learning contexts through

appropriate processes.

20

TURKISH QUALIFICATIONS FRAMEWORKS

EQF Level 1

EQF Level 2

EQF Level 3

EQF Level 4

EQF Level 5

EQF Level 6

EQF Level 7

EQF Level 8

Associate’s

Bachelor’s

Master’s

Doctorate

120

240

90-120

180-240

Hig

he

r E

du

ca

tio

n

Le

ve

ls

Prim

ary

& S

eco

nd

ary

Sch

oo

l L

eve

ls

ECTS EQF-LLL TQF-HE

TYÇ Level 1

TYÇ Level 2

TYÇ Level 3

TYÇ Level 4

TYÇ Level 5

TYÇ Level 6

TYÇ Level 7

TYÇ Level 8

TQF

21

TURKISH QUALIFICATIONS FRAMEWORK (TQF) AND RPL

“is the National Qualifications Framework of Turkey which describes

qualifications awarded in vocational, general and academic education and

training programmes including primary, secondary and higher education,

as well as those achieved in other learning environments and designed

to be in harmony with the European Qualifications Framework (EQF).”

OBJECTIVES:

Develop a clear and coherent method of describing, classifying and

comparing qualifications.

Offer an integrated framework which includes all quality assured

qualifications.

Ensure that qualifications obtained in non-formal and informal

learning environments are recognized.

Contribute to the training of individuals with described and measurable

qualifications, and thereby to the reduction of unemployment.

Develop institutional cooperation among all relevant parties.

Enable international comparison.

22

TURKISH QUALIFICATIONS FRAMEWORK (TQF) AND RPL

The TQF Higher Council (proposed to be formed in TQF

Legislation) shall publish the overall principles on the

RPL.

Following the publication of the principles on the

recognition of prior learning, the designated

institutions/bodies shall be responsible for publishing

the procedures on how these principles will be applied

to the qualifications they are responsible for.

23

CHALLANGES BEYOND 2013

THE QUESTION İS NOW “HOW TO PROCEED FURTHER ?”

The establishment of national RPL procedures is a laborious task (The devil is

in the details).

Difficulties in developing a learning outcome based national education and

training system and linking recognition to NQF.

The number of HEIs has increased by almost two-and fold in the recent years

and some of newly established ones, which are in the initial stage of

development, do not have the implementation issues of NQF and RPL issues

primarily on their agenda.

It is new paradigm for the Turkish Education System. It will take long time for

attitudes within the formal education system to be changed and make RPL

accepted as equally valuable as formal learning.

Lack of a national quality assurance system which would also encompass the

procedures of RPL. This would require some more comprehensive and

specific quality assurance approaches which have not foreseen yet.

The out-of-datedness of the education and training system, and lack of flexible

learning paths.

Lack of confidence, trust and coordination among responsible bodies,

institutions and stakeholders.

Thank you very much for your time.

There is, however, a sea of information, experience and

good implementations out there.

We need and are ready to learn from all whatever out

there and, today particullarly, from our friends who have

valuable European experince in the field.

an overvİew of recognition of priorbologna.akdeniz.edu.tr/_dinamik/141/2736.pdf · however, the...

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