To Reform Education, We Recommend Finding Common Ground First
In Notes

To Reform Education, We Recommend Finding Common Ground First

As long as education is used as a stage for political conflict, its promise to build our common future cannot be fulfilled. We need a radical change in our approach to education following the elections coming up for the president and the members of the 27th Parliament. It is only a matter of years before the window of opportunity created by the high percentage of youth in the population expires. It is now critically important for Turkey that political parties come together at the table and provide political consensus for common goals in education.

In the campaigning for elections, what we need to hear from the candidates is a firm promise that they are willing to develop reasonable solutions with other leaders, in a patient manner, to challenging problems for all of us, regardless of individual, societal or geographical differences, instead of proposals of radical changes to education. As an increasingly polarized society, and as an educational community that is tired of constant reforms, we need to hear promises of an environment where all stakeholders are included and heard while making decisions.

The educational dream built around the idea of “Republic 100+” should be realized and as a first step to this, the Turkey’s National Educational Strategy 2020-2030 should be developed. Plans should not be implemented before all the challenges are thoroughly understood and their effects evaluated beforehand. Data should be prioritized in governmental decision making.

The fate of school children should not be a state of unpreparedness for the world awaiting them. Teachers who demonstrate strong self-confidence in trying to change the fate of children by doing everything within their power should be supported and empowering them should be a priority. In education, we need to focus on strengthening schools. Candidates should promise to work to narrow the gap between our country and the world, and also between our own schools.

By working together around commonly shared educational goals that we determine as a country under the guidance of the goals set by the United Nation’s Sustainable Development Goals for 2030, we can create a success story. We would first, however, need to create a structure that is based on the founding principles of the Republic of Turkey, that feeds off of its gains, that uses its strengths to its advantage, and that has foresight about the future and acts accordingly. To achieve all this, we do not first need educational reform, but rather, to put common mind into action. This is the biggest opportunity awaiting the new government to be.

As Education Reform Initiative (ERG), before each election, including the one that will be held on June 24, 2018 and which will determine the president and the members of the 27th parliament, we share with each candidate our suggestions with regards to education based on our comprehensive studies.

 

Gender Gaps in Student Achievement in Turkey Evidence From PISA 2015 and TIMSS 2015
In Notes

Gender Gaps in Student Achievement in Turkey Evidence From PISA 2015 and TIMSS 2015

Due to its scope, continuity and international validity Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) are suitable tools for policy making. Evidence provided by these evaluations can be used to improve students’ academic achievements and well-being.

With the collaboration of Aydın Doğan Foundation, we analyzed performance differences between girls and boys in PISA 2015 and TIMSS 2015 and published our policy note based on the main findings of “Gender Gaps in Student Achievement in Turkey” studies.  

 In the policy note, both PISA and TIMSS data is analyzed based on gender, and endowments of girls and boys in Turkey, such as sense of belonging to school, achievement motivation, attitudes towards learning, are examined. By analyzing the achievements of girls and boys in translating these endowments into their performance, policy recommendations are made for students to use their full potential and be successful.

Do Private Tutoring Centers Provide Equality of Opportunity and Quality in Education?
In Notes

Do Private Tutoring Centers Provide Equality of Opportunity and Quality in Education?

Recently, Turkish government announced a policy plan which demands that private tutoring centers will either be closed down or be relocated in the formal education system by converting themselves into private schools. The government proposal caused a big –and controversial- public debate on various aspects of private tutoring, particularly in terms of its effects on education outcomes, equality of opportunity in society, and on who benefits from private tutoring and how much.  By publishing the policy note presented in this email, ERG aims to make an informed and constructive contribution to the public debate in Turkey on private tutoring centers.

With this note, Education Reform Initiative (ERG) aims to help steer recent debates on the state of private tutoring centers (PTCs) in the right track. A common phenomenon in Turkey regarding changes in education policy is the prevalence of unproductive discussions that are far from the essence of the issue at hand. Furthermore, the fact that such radical and complex changes are brought to the public agenda in a hasty and polemical manner is a problem in itself. Along these lines, debates on PTCs, which directly affect many people, should be steered towards a more constructive platform where the issue can be discussed with an evidence-based and holistic approach.