Community Building Through Inclusive Education

Community Building Through Inclusive Education

Turkey hosts around 4 million refugees, of which 3.6 million refugees are from Syria, which is more than half of the Syrian refugee population in the Middle East region. While ensuring that every refugee child has access to quality education is of the highest importance, “the refugee crisis” urges us to rethink the way that the Turkish education system can best serve its multiethnic, multilingual body in a more inclusive way. 

 

In recently published report entitled “ Community Building Through Inclusive Education ”, Education Reform Initiative (ERG) constructs and promotes  a holistic paradigm for inclusive education in Turkey. In addition to recapitulating the scope and complexity of the challenge that refugees and their host communities throughout Turkey face in education, this report delineates the concrete steps that must be taken in order to ensure that refugee children become long-term members of Turkish society. It also promotes a holistic paradigm for inclusive education for the relatively more flexible civil society actors, such as family and corporate foundations, which can supplement inclusive education policies implemented at the macro-level. 

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.

Gender Gaps in Student Achievement in Turkey: PISA 2015 Findings

Gender Gaps in Student Achievement in Turkey: PISA 2015 Findings

This work revisits academic achievement gender gaps in reading, mathematics and science in Turkey, using the most recent wave of data collected by the Programme for International Student Assessment (PISA) in 2015. It starts by estimating education production functions in reading, mathematics and science for boys and girls separately, and follows by decomposing the predicted gender gaps into components due to student, family and school characteristics, and due to the returns on the characteristics.

Gender Gaps in Student Achievement in Turkey: TIMSS 2015 Findings

Gender Gaps in Student Achievement in Turkey: TIMSS 2015 Findings

This paper revisits gender gaps in mathematics and science performance in Turkey based on the data collected by Trends in International and Mathematics and Science Study (TIMSS) in 2015. TIMSS provides a rich dataset that is well suited to study student performance and gender gaps in mathematics and science in the fourth and eighth grade, and to revisit gender gaps in mathematics and science in Turkey, a country characterised by relatively low gender equality.

Education Monitoring Report 2016-17

Education Monitoring Report 2016-17

Education Reform Initiative (ERG) aims to contribute to the development of Turkey’s education system through annually published Education Monitoring Reports for the last 10 years by producing objective, evidence-based, comprehensive evaluations regarding education policies in Turkey. Education Monitoring Report 2016-17 evaluates “updated” education curricula, the increase in the number of private schools, educational environments, Syrian children’s education and educational outcomes among others.