Republic of turkey

ANNEX 22. UNIVERSITY ENTRANCE SYSTEMS APPLIED BY DIFFERENT COUNTRIES

Using examination grades as a criterion in university entrance is a practice used by almost all countries. The difference is whether the examination and placement is realized centrally or not. Practices in some countries are summarized below.¹²⁴

United States of America

SAT and ACT are two significant examinations taken by graduates of secondary education institutions in the USA. These examinations are conducted on different days of year and candidates apply to universities with result of at least on of these examinations and universities selects students themselves by also considering other information related to candidates.

Great Britain

In Great Britain, results of “O” and “A” level examinations for each science field conducted in certain examination centres on different days of year are among criteria used by universities when selecting students.

Japan

In Japan, university entrance examination is realized in two stages. The first examination is qualification examination at national level. The second examination is conducted by the universities that are preferred by students. Some universities that have high application rates assess students according to results of the first examination. Students who cannot be successful in the examination may take the examination in the next year.

Spain

Condition of entering higher education in Spain is to receive baccaleurate diploma from the programs that prepare students for higher education in stage II of secondary education and to be successful in two stages university entrance examination. University entrance examination is conducted on June and September in each year. A student can take this examination at most three times. Each university conducts entrance examination by itself. The first section of the examination includes common courses that are compulsory for all students in stage II of secondary education and the second section includes compulsory and elective courses related to the field. Students are placed in a higher education program according to total grades they receive in both sections of the examination. If the number of applicants is higher that the number of students to be accepted, special criteria like grade in entrance examination, secondary education success grade, special examination are used for selecting students for higher education programs. The number of students to be accepted by higher education programs is determined by the council of higher education.

France

In France, a basic condition sought in entering higher education is baccalaureate diploma. Each student having general education or technical education baccalaureate diploma from stage II of secondary education may enter higher education programs in the units affiliated with the universities that conducts scientific education and research on especially positive sciences, philosophy, social sciences, law and economic sciences, without any other condition. Since the higher education institutions that are not in scope of university accept limited number of students, the students who apply to these programs are selected by student selection committee according to their application documents (program completed in secondary education, success grade, courses and grades in scope of baccalaureate examination, vocational experiences, etc.) or entrance examination.

Germany

Any student who wants to receive education in any academic and vocational higher education institution should have baccalaureate diploma for general higher education or baccalaureate diploma for vocational higher education. Baccalaureate diploma for general higher education is received at baccalaureate examination taken at stage II grade 13 of general high school. This diploma entitles student to enter every kind of academic and vocational higher education programs. Baccalaureate diploma for vocational higher education is received at stage I of secondary education or at the end of grade 12 of high school or grades 12 and 13 in certain vocational and technical high schools. This diploma entitles student to enter only the programs in vocational schools of higher education. In addition to this general condition some academic and vocational higher education programs apply special conditions for accepting students. For example, selection of students for the programs that are highly demanded are realized according to special criteria like limiting grade average of baccalaureate examination, work experience, special entrance examination, waiting the student for a few semesters, etc.. Also, in some states students are placed to the higher education programs that accept limited number of students by Student Placement Centre at state level by taking the above criteria and preferences of student into consideration.

The above examples show that each country has a model peculiar to itself in transition from secondary education to higher education.

1 This was decided in 905^th meeting of the Committee of Ministers of the European Council on December 7, 2005.

2 See Republic of Turkey Ministry of National Education and Council of Higher Education: Higher Education Development Plan 1992-2012 (Prepared in accordance with Government Program of July 5, 1991), Ankara, 1991

 The report on “Higher Education Strategy for Turkey” was prepared by:

Prof. Dr. Erdoğan Teziç

Prof. Dr. İlhan Tekeli

Prof. Dr. Ünal Yarımağan

Prof. Dr. Aybar Ertepınar

Prof. Dr. Süha Sevük

Prof. Dr. Burhan Şenatalar

Prof. Dr. Tunçalp Özgen

Prof. Dr. İsa Eşme

Prof. Dr. Fikret Şenses

Prof. Dr. Necmi Yüzbaşıoğlu

Prof. Dr. Mehmet Durman

The following academicians contributed to the report with the documents they prepared;

Prof. Dr. Engin Ataç

Prof. Dr. Ömer Faruk Batırel

Prof. Dr. Ethem Tolga

3 OECD: “Policy Brief: Internationalisation of Higher Education”, August 2004

4 Ingjaldur Hannibalson: “Universities in a Changing World”, The Idea of the University of the Future, Magna Charta Conference, Rejkjavick, presentation in 2-5 May 2005

5 “Brain Business”, The Economist, September 10, 2005.

6 “Education at a Glance”, OECD Indicators 2005, Executive Summary, page 34

7 Mehmet Kaytaz: Erken Çocukluk Eğitiminin Fayda-Maliyet Analizi, (Cost-Benefit Analysis of Early Childhood Education)Report prepared for AÇEV, İstanbul 2005.

8 Maureen McLaughlin: “Higher Education Policy in the U.S.”, International Conference on Higher Education, Ankara, November 2005.

9 Higher Education in Asia and Pacific, Unesco, Asia and Pacific Region Report, Paris, June, 2003.

1⁰ OECD: “Changing Patterns of Governance in Higher Education”, Education Policy Analysis, Paris, 2003, page 10

1¹ Burton R. Clark: Creating Entrepreneurial Universities, Pergamon/Elsevier Science, Oxford, 1998

1² OECD: Education Data Base, Paris, 2005

1³ OECD: Education Policy Analysis 2003, Paris, September 2003

1⁴ M. Çağatay Özdemir: Türkiye Üniversiteleri Öğretim Elemanı Araştırması, (Research on Teaching Staff of Turkish Universities) Gazi University, Ankara, 2006, page 60-61

1⁵ The European Higher Education Area – Achieving the Goals, Communiqué of the Conference of European Ministers Responsible for Higher Education, Bergen, May, 2005.

1⁶ Burton R. Clark: The Higher Education Systems, University of California Press, Los Angles, 1983.

1⁷ Luc Weber, Sjur Bergan (editors): The Public Responsibility for Higher Education and Research, Council of Europe Higher Education Series No. 2, April 2005.

1⁸ David Ward, Chairman, US Education Council, 3rd EUA Convention of European Higher Education Institutions, 2005, Glasgow, UK.

1⁹ These resources form 2.7% of GDP in the USA whereas they form only 1.1% of GDP in the EU.

2⁰ Average education periods in Spain, Italy and Greece were determined as 6-7 years.

2¹ For example, in 2001 52.7% of the patents in the world are USA origin and 21.7% of them are Japan origin whereas only 19% of them are European origin.

2² Towards The European Higher Education Area, Communiqué of European Ministers in Charge of Higher Education, Prague, May, 2001.

2³ Realising The European Higher Education Area, Communiqué of the Conference of Ministers Responsible for Higher Education, Berlin, September 2003.

2⁴ Bologna Process Stocktaking, Report from a Working Group Appointed by the Bologna Follow-up Group, Bergen, May 2005 page 40

2⁵ Sybbille Reichert, Christian Tauch: TRENDS IV: European Universities Implementing Bologna, Report Prepared for EUA (European Universities Association), 2005, page 5.

2⁶ Can Fuat Gürlesel: ibid, page 10

2⁷ These calculations depends on population censuses. Turkey Population and Health Survey 2003 suggests that the decrease in fertility may be more rapid. Population increases in Turkey may be lower than the estimates here.

2⁸ Can Fuat Gürlesel: ibid, page 22

2⁹ Human Development Report 2005, UNDP, New York, 2005.

3⁰ Report of Education and Workforce Working Group, 2004 Economics Congress of Turkey, page 14

3¹ Global Competitiveness Report, 2005-2006 Palgrave MacMillan, 2005

3² Report of Education and Workforce Working Group, 2004 Economics Congress of Turkey, page 6

3³ Report of Education and Workforce Working Group, 2004 Economics Congress of Turkey, page 7

3⁴ Can Fuat Gürlesel: ibid, p 9

1³⁵ The supreme executive bodies of 15 new universities established in 2005 have not been formed yet since the Article 1 of the proper Law was abrogated. Detailed information on these universities and their structures is stated in Annex 2.

2 Koç and Sabancı Universities can be shown as examples of flexible practices on the subject of the formation of units (Faculties, Departments). However, generally, it is not possible to mention about flexibility on the structuring of higher education institutions.

3 It has been determined that the number of Vice – Rectors is 3, that of Vice – Deans and Vice – Chairs is 2.

4 Council of Higher Education: I. National Meeting of Directors of Vocational Training Schools, Final Report (26-28 November 2004.Nevşehir)

5 Council of Higher Education: Meslek Yüksek Okulları Mevcut Durum ve Öngörüler, Ankara, April .2006, p.14-16.

6 Ali Akyıldız: “Vakıf Üniversiteleri (Foundation universities)”, Bilgi Toplumunda Hukuk(Law in Knowledge Society), Ünal Tekinalp’e Armağan, Volume.3, Beta Yayınları, İstanbul, 2003, p.462

7 For example. The staff of the Council of Higher Education cannot take overtime pay. There is not financial means that will encourage not only the secretaries and drivers but also the administrative staff so that they can work after 17:30. The salaries of the staff, which are below the level of Head of Department, are extremely low. None of the financial means in State Planning Organization (SPO), Ministry of National Education (MoNE) or other ministries are given to the staff of the Council of Higher Education.

8 In the Interuniversity Board, each 93 university is represented by two members.

9 22.01.2004 dated and 5072 numbered Law (OG. 29.01.2004, number 25361).

10 Ahmet Kesik ; Yüksek Öğrenimde Yeni Bir Finansman Modeli Önerisi : Bütünsel Model, Ankara 2003, pp.217-219)

11 Council of Higher Education: Türk Yükseköğretiminin Bugünkü Durumu, Ankara, November 2005, p.125.

12 Ahmet Kesik: ibid; p.212.

13 Ahmet Kesik :ibid: calculated with the help of Table 62 and Table 63.

14 George Psacharopoulos and Harry Anthony Patrions: “Returns to Investment in Education: A Further Update”, World Bank Policy Research Working Paper 2881, Washington D.C., September 2002, p.13 and 19, Mentioned by: Ahmet Kesik:İbid, p.176.

15 İsa Eşme, Ali Temel, Filiz Sunar; Eğitim Araştırması, Öğrenciler Eğitim için ne diyor? (Educational research, What do the students say about education?) , Maltepe University, Faculty of Education, May 2004

16 Received as an information note from the Former Chairman of OSYM, F. Toker

17 See (Annex 20)

18 Received as an information note from the Former Chairman of OSYM, F. Toker

19 Numeric figures used this way are given in Annex 10

20 Data related to Figure 9 are given in Annex 10 in details.

21 Data related to Figure 10 are given in Annex 11

22 More detailed data related to this figure can be found in Annex 12.

23 TED:Research on University Entrance System in Turkey and Proposed Solutions, Ankara.2005,pp 25

24 Data used in preparation of Figure 12 are given in Annex 13

25 Özaktaş H, Thoughts on Higher Education in Turkey in 2000s, University and Sociology, Education and Thinking Journal, December 2004 pp.7

26 Ahmet Kesik: Proposal of a New Finance in Higher Education, T.R. Ministry of Finance, Ankara,2003,pp.322.

27 For detailed data on this issue, please refer to Annex 14

28 TED,University Entrance System in Turkey, Ankara,2006,pp 15

29 TED: ibid:, pp.34, 37

30 TED: ibid: pp.35

31 This research was made by Muammer Yayla et.al. from Atatürk University with 7568 students from 60 state and foundation universities. Muammer Yayla and others: Research on Socio-Economic Profile of University Students, Atatürk University Research Project, Erzurum-2006, pp.24

32 TED ibid,pp.29

33 2004-2005 Academic Year, Higher Education Statistics, ÖSYM Publications, Ankara, 2005-2,pp.3

34 YÖK (Council of Higher Education): Vocational Schools of Higher Education, April 2006, pp.50.

35 YÖK (Council of Higher Education): Vocational Schools of Higher Education, April 2006, pp. 26-27

36 OECD: Education Policy Analysis, Paris, 1997

37 2004-2005 Academic Year Higher Education Statistics, ÖSYM Publications, Ankara, 2005-2, pp.3

38 Detailed information is given in Annex 15

39 These figures are greater than those given in Figure 15. This is consequent to the services provided to Gendarmerie Command Headquarters, General Directorate of Security and Directorate of Religious Affairs. See: Ayhan Hakan et al.: Evaluation of Distance Education System Undergraduate Programs, Anadolu University Distance Education Faculty Press, Eskişehir, 2004. pp.1-4

40 In Table 30, the reason for the number of the graduates of medical specialization seems to be low is that the number of specializations obtained in hospitals were not included in that year’s data. These numbers were added to the data in the following years.

41 http://orgsayi.anadolu.edu.tr/ozet.htm

42 2004-2005 Academic Year Higher Education Statistics, ÖSYM Publications, Ankara, 2005-2,pp.4

43 These figures do not include the faculty staff employed in other education institutions

44 2004-2005 academic year Higher Education Statistics, ÖSYM Publications, Ankara, 205-2,pp

45 These figures do not include the faculty staff employed in other education institutions

46 Çağatay Özdemir et al .Research on Turkish Universities Faculty Members, Ankara, January -2006

47 Çağatay Özdemir et al.: ibid, p.76

48 Çağatay Özdemir et al.: ibid, p.83

49 Çağatay Özdemir et al .: ibid, p.78

50 Çağatay Özdemir et al.: ibid, p.79

51 Çağatay Özdemir et al.:ibid, pp.77-78

52 YÖK (Council of Higher Education): Vocational Schools of Higher Education: April 2006, pp.44-48.

53 Muammer Yaylalı ve Diğerleri: Üniversite Gençliğinin Sosyo- Ekonomik Profili Araştırması, Atatürk Üniversitesi Araştırma Projesi, Erzurum.2006.s.58

54 The Feasibility of Establishing a System of Quality Assessment in Universities in Turkey

55 Relevant principles will be determined by YÖDEK later.

56 Law numbered1416 (1929) Ecnebi Memleketlere Gönderilecek Talebe Hakkındaki 1416 Sayılı Kanun (Law numbered 1416 on Students to be Sent to Foreign Countries) Launched in 1929, (RG:06/11/1929-1169)

57 Gökhan Tuzcu: “Lisansüstü Öğretim İçin Yurtdışına Öğrenci Göndermenin Planlaması” Milli Eğitim Dergisi,
”Plan of Sending Students Abroad for Postgraduate Education” Journal of National Education, Number.160, Güz.2003, p.1 – 17.

58 Hürriyet , 30^th April 2006 İş ve Yönetim (Business and administration), p.2.

59 TÜBA (Turkish Academy of Sciences): Türkiye’de Doktora Eğitiminin Durumu Üzerine Görüşler, Views on Doctoral Education in Turkey), (2006 da yayınlanacak TÜBA Raporu) (Report of the Turkish Academy of Sciences to be launched in 2006)

60 Frascati Kılavuzu Araştırma ve Deneysel Geliştirme Taramaları İçin Önerilen Standart Uygulama (Frascati Guide Standard Application Suggested for Research and Development Scanning), OECD,2002, (Tübitak (Scientific and Technical Research Council of Turkey).2006) p.98-99.

61 Arda Denkel et al. Türkiye’de Sosyal Bilimlerin Uluslar arası Yayın Performansı (International Performance of Publication of Social Sciences in Turkey), Türkiye Bilimler Akademisi (Turkish Academy of Sciences), Ankara, September 1999,p3-5.

62 Çağatay Özdemir vd: Ibid, pp. 24

63 TÜBA (Turkish Academy of Sciences): Agr,s.13.

64 Çağatay Özdemir vd.:Ibid,s.89,85.

65 Çağatay Özdemir vd.:Ibid,s.88

66 Çağatay Özdemir vd.:Ibid,s.91,101.

67 Çağatay Özdemir vd.:Ibid,s.95,102.

68 Çağatay Özdemir, vd: Ibid, p. 93, 94

69 Ahmet Kesik:Ibid,s.322-332.

70 Ahmet Kesik:Ibid,s.322-324.

71 Ahmet Kesik: Ibid, p.326-327.

72 This finding is smaller when compared to those in Annex 19. According to ANNEX.19, those who entered on the basis of 1 choice is 9, 25%, and 25% those of the first three choices. However, after a certain period of time, those who study where they do not want fall to 34%. It can be said that this differentiation derives from the fact that students believe that they are in the right place after a certain time of thinking with the process of psychological adoption.

73 Ahmet Kesik: Ibid, p.326.

74 Ahmet Kesik: Ibid, p.326.

75 Muammer Yayla and Others: Ibid; p.22.

76 http://www.kyk.gov.tr/krediburs/kredigenel.htm.

77 Muammer Yaylalı and Others: Ibid, p.36-37.

78 Muammer Yaylalı and Others; Ibid, p.34

79 Ali Fuat Ersoy, Fatma Arpacı:”Üniversite Öğrencilerinin Konut Koşullarının ve Konutta Yaşamayı Tercih
Etme Nedenlerinin İncelenmesi” (Investigating the Reasons for University Students to Prefer to Live in House Conditions and Houses), Milli Eğitim Dergisi (National Education Journal),Number.158, Spring 2003.

80 Ali Çarkoğlu, Ersin Kalaycýoğlu: Türkiye’de Siyasetin Yeni Yüzü, Haziran 2006.

81 David Ward, Chairman, American Education Council, 3rd EUA Convention of Higher Education Institutions, 2005, Glasgow, UK

82 This determination has been made in the 905^th meeting of the Council of Ministers of the European Council on December 7, 2005.

83 In the improvement of ideas in this section “The Ideas on the status of doctorate education in Turkey” developed by TUBA in May 2006 has been used.

84 PROVISIONAL ARTICLE 1. The technoparks foundation of which are approved by the Ministry before this law took effect are accepted as Zone when this law takes effect provided that they obey the provisions in this law and utilize all exemptions and supports provided by this law.

1¹⁹ International Association for the Evaluation of Educational Achievement (IEA) (2002)

1²⁰ Radikal, August 11, 2003

1²¹ MoNE PISA Report

1²² National Preliminary Report for PISA 2003 Project, Andrew Vorkink, Conference on Turkish Education Sector, March 17, 2006, Ankara

1²³ Fatih Atik: “Income of Justice Personnel Staff will Increase up to 41%” Zaman, May 31, 2006.

1²⁴ Mustafa Sağlam: Education Systems of European Countries. Anadolu University Publications, Eskişehir, 1999.