1. “National Education System In-Service Teacher Training in TURKEY”
and
In-Service Teacher Training in TURKEY”
ARION Study Visit
September 24-28, 2007
Vilnius, Lithuania

2. Our most important and prosperous duty is National Education
Our most important and prosperous duty is National Education. We have to be successful in National Education. The real liberation of a nation can only be achieved through education.
M. Kemal ATATÜRK
1923
Grup TURKEY

3. The General Information about The Republic of Turkey
Capital : Ankara
Official Language : Turkish
Government : Parliamentary democracy
Area : km2 (36 rd)
Compulsory Education : 8 years
Population : (17 th)
GDP (nominal) : $ billion (16 th)
Per capita income : $ (57 rd)
Member of : UN, NATO, IMF, EC, OECD
Unemployment Rate : 8.5
Religion : Muslim 99 %, Other 1 %
GDP:Gross Domestic product
Rd: Rank degree

4. GENERAL STRUCTURE OF THE TURKISH EDUCATIONAL SYSTEM
FORMAL EDUCATION
NON-FORMAL EDUCATION

5. PART I: Formal Education
Formal education includes
Pre-school education (in the age group of 3 to 5 on an optional basis)
Primary education (in the age group of 6 to 14 on compulsory for all citizens and is free at State schools)
Secondary education (in general, vocational and technical character on an optional basis and is free at State schools)
Higher education (Universities, Faculties, Institutes, Vocational Schools, Conservatories, Research and Application Centers)
In accordance with the general objectives and basic principles of national education, the objectives of non-formal education, which covers citizens who never entered the formal education system or are at any level of it or have left at that level, and which may accompany formal education or be independent of it are;

6. PART II: Non-Formal Education
* To teach citizens to read and write and provide them with the possibility of continuous education so that they may complete their deficient education,
* To provide them with the opportunity of education that shall help them in adjusting to scientific, technological, economic, social and cultural developments,
* To provide education that serves to protect, develop, promote and assimilate the values of our culture,
* To ensure that an understanding and habits for living together, solidarity, mutual assistance, working together and getting organized are acquired and assimilated,
* To provide opportunities for citizens in non-formal education to gain a profession in accordance with the employment policies and inline with the development of the economy,
* To promote a healthy way of life and healthy nutritional habits,
* To provide people engaged in various professions with the necessary information and skills for further development,
* To establish the habit of spending and using spare time productively…

7. Turkish National Education System
AGE
PhD.
PhD.
Master
Master
Non-Formal, Adult, Continuous Education
Apprenticeship Training
Undergraduate
Associate D.
Open Learning
HIGHER EDUCATION
18 +
GENERAL AND VOCATIONAL TECHNICAL AND SECONDARY EDUCATION
14-18
PRIMARY EDUCATION
6-14
PRE-SCHOOL EDUCATION (KINDERGARTEN AND NURSERY)
3-5

8. Schooling Rate by Level of Education and Year of Education
Scholloing Ratio is obtained by dividing the total number of students in a specific level of education by the population in the theoretical age group.

9. Schooling Rate by Level of Education and the Year of Education Year
Scholloing Ratio is obtained by dividing the total number of students in a specific level of education by the population in the theoretical age group.

10. Schooling Rate by Level of Education and the Year of Education Year
Scholloing Ratio is obtained by dividing the total number of students in a specific level of education by the population in the theoretical age group.

11. Schooling Rate by Level of Education and the Year of Education Year
Scholloing Ratio is obtained by dividing the total number of students in a specific level of education by the population in the theoretical age group.

12. The Number of School, teacher and Enrollment by level of Education in 2007
Pre-school Education
20 675
10 016
Primary Education
34 656
Secondary Education
7 934
Non-Formal Education
10 576
79 370
General Total
73 841

13. Portions of National Education Budget(NEB) in GNP and Consolidated Budget(CB)

14. Pre-Service Teacher Training
The pre-service taecher training system in Turkey has undergone quite important changes, since the foundation of Republic(1923), and has reached the current structure. As a result of these changes, today, all the teachers in schools at all levels of education are trained through degree programs at the higher education institutions. To become a pre-school, a primary school or a vocational and teachnical school teacher, a 4-year education at the undergraduate level is required. This task has mainly been given to Faculties of Education in the Universities. As a recent devolopment (1999), a Master’s degree in education is required to become a teacher at higher education.
Teacher training schools cover six main categories in Turkey. These are faculties of:
Education ,
Arts and sciences ,
Technical training ,
Vocational training ,
Trade-tourism training ,
Industrial arts training .
Pre-Service Teacher-training programs consist of 50% special subject areas, 20 % general culture, and 30 % pedagogy.
Each student practice teaching at schools. After graduation, these students become apprentice-teachers for one or two years.  They attend courses designed by the National Education Department of In-Service Training.
Education has been given priority since the foundation of Turkish Republic(1923), which is why improving the education system and teacher training are the main subjects, never lose their importance and are always put on the agenda of the country. There is a great effort to increase the numbers of teachers and schools, and the schooling rates at all level of education where the set targets are not achieved. In addition, for the purpose of increasing the quality of education, a school development model has been put into practice: schools are equipped with computers and other instructional technologies, more student-centred instruction has been initialed and in-service trainig programs have been provided for teachers. The Ministry of National Education is working very hard to expand these services. However, it has no to be accepted that there is still a lot to be done and to achieve in this sence.
Since the above mentioned reasons and parallels the international practices in reforming pre-servise teacher education for the new millennium; the Higher Education Council developed a new curriculum for the schools of education of Turkey.
According to the new curricula, the “Computer” and “Instructional Technology and Material Development” courses became compulsory in both primary and secondary pre-service teacher education programs. The main purpose of “Computer” which is a computer literacy course is to teach basic computer skills and to introduce teachers to several commonly used computer applications, such as word processors, spreadsheets, databases, telecommunications, and presentations programs. In “Instructional Technology and Material Development,” prospective teachers gain knowledge and skills in a variety of instructional technologies, and develop and evaluate technology-based instructional materials.

15. Legislation on In-Service Teacher Training in TURKEY
It is accepted in Turkey that in-service teacher training is just as important as pre-service training. Thus, arrangements have been made to construct the legal bases of the in-service teacher traning.
Teachers are obliged to attend in service teacher traning programs either at home or abroad by laws. In-service teacher training department of Ministry of Education has been responsible for these activities, since 1960.

16. NATIONAL IN-SERVICE TEACHER TRAINING CENTER
The Center's principal statutory objectives include:
coordination of training schemes for specialists involved in the teacher training system and for other people responsible for the system's functioning;
identifying personnel needs and forecasts of the personnel situation in the educational system;
coordination of the teacher training-related activities within the national system,
assessment of key national teacher training schemes;
development and promotion of teacher training standards;
support for and promotion of novel pedagogical methods;
organization of cooperation and network structures in teacher training;
cooperation with other national agencies of the Ministry of National Education in personnel training;
planning of actions aimed at professional development and advancement of teachers;
cooperation with national and international institutions and organizations dealing with pre-service and in-service training of teachers.

17. In-service Teacher Training Activities During 2002-2006 Years
Activity Number
Participant Number
General Total
Year
Central
Local
2002
313
11772
22072
12085
2003
453
7120
19727
7573
2004
526
11422
34154
11948
2005
543
9050
33156
9593
2006
634
13460
44006
14094

18. The Most Demanded Topics in In-Service Teacher Training
Computer and internet applications,
Total quality management,
Communication and quality devolopment,
Curriculum devolopment and evaluation,
Foreign language teaching methods,
Workshop and laboratory organization…

19. A M A S Y A

25. THANK YOU VERY MUCH FOR YOUR PATIENCE