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 IN TURKEY
Higher Education Institutions: Programmes & Qualifications
5
HIGHER EDUCATION IN TURKEY
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 IN TURKEY
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
HIGHER EDUCATION IN TURKEY
Higher Education Institutions: Student Enrolment
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
HIGHER EDUCATION IN TURKEY
Higher Education Institutions: Student Enrolment
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
HIGHER EDUCATION IN TURKEY
Higher Education Institutions: Student Enrolment
*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
HIGHER EDUCATION IN TURKEY
Higher Education Institutions: Student Enrolment
* ÖSYM Statistics, 2011.
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 IN TURKEY
Higher Education Institutions: Academic & Teaching Staff
* ÖSYM Statistics, 2011.
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.
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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.
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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.
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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.
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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
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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.
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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.