IES POLITÈCNIC

IES POLITÈCNIC
Secondary and Vocational Public School
Cantó de Castalia n°1
12006 Castelló ( Spain)
☎ +34 964 738975
+34 964 738976
✉ [email protected]
https://iespolitecnicerasmus.wordpress.com
 IES Politècnic was founded initially in 1928
Welcome to IES as an Arts and Crafts School. Nowadays it's
Politècnic a public secondary and vocational training
school.

History :

1928
1967 2003...
Escuela de Artes
Instituto Politécnico IES Politècnic
y Oficios
Nacional
 Facts and figures
STUDENTS: 1218
- Secondary and Bachiller Certificate ( 656)
- Vocational Training (562)

STAFF : 140
DEPARTMENTS: 24
Vocational training departments:
- Wood
-Electricity and Electronics
-Car maintenance
-Machining
-Mechatronics and Industrial maintenance
-Professional training and guidance
INFORMATION ON THE SPANISH EDUCATION SYSTEM
VET studies offered in our school:
I.L stands for Intermediate Level ; H.L stands for Higher Level

- I.L in Electromechanical
maintenance
-I.L in Joinery and Furniture Making - H.L in Mechatronics
- H.L in Design and furnishing

-I.L in Machining
-H.L in Mechanical Production
-I.L in Bodywork
Scheduling
-I.L in Motor Vehicle Electromechanics
-H.L in Motor Vehicles

- I.L in Electrical and Automatic Installations

- I.L in Telecommunications Installations
-H.L in Telecommunications & Computers systems
- H.L in Electronic Maintenance
- HigherTechnician in Electrotechnical and Automated
Systems
 Higher Level in Design and furnishing

Professional competences and skills: This degree will qualify professionals

for designing furniture and joinery manufacture, managing their production and
installation, and participating in the maintenance of quality systems,
environmental protection and labour risk prevention
Carpentry
workshops
 Higher level in Mechatronics
Professional competences and skills: This degree will qualify
professionals for configuring and optimizing industrial mechatronic
systems, as well as planning, monitoring and/or executing the assembly
and maintenance, following the protocols of quality, safety and for the
prevention of occupational risks and environmental protection.
Mechatronics
laboratory
Higher Level in Motor Vehicles

Professional competences and skills: This degree will qualify professionals for
organising, scheduling and supervising the performance of maintenance operations and
the logistics thereof in the motor vehicle industry, diagnosing failures in complex cases,
and ensuring compliance with applicable regulatory and manufacturer’s specifications.
Car service
workshops
 Higher Level in
Electronic maintenance
Professional competences and skills:
This degree will qualify professionals for
maintaining and repairing electronic,
professional, industrial and consumption
systems and equipment, as well as planning
and organizing maintenance processes,
applying occupational and environmental risk
prevention plans, quality criteria and the
applicable laws and rules.
Electronic maintenance laboratory
Higher Level in Telecommunications and
Computer Systems

Professional competences and skills: This degree will

qualify professionals for developing projects as well as
managing and supervising the assembly and the
maintenance of common telecommunication
infrastructures and telecommunication systems and
equipment such as broadband networks and fixed and
mobile radio, electronic systems, audiovisual production
and transmission, based on technical documentation,
regulations and procedures, ensuring the performance,
the quality, the safety and the environmental
conservation.
ICT Labs
Higher Level in Electrotechnical
and Automated Systems
Professional competences and skills: This degree will
qualify professionals for Developing projects, managing and
supervising the assembly and the maintenance of
electrotechnical installations in accordance with the Spanish
electrotechnical low voltage regulation (REBT Spanish
initials). He/she also supervises the maintenance of
installations in common telecommunications infrastructures,
from technical documentation, specifications, established
regulations and procedures, ensuring the functioning, the
quality, the safety and the preservation of the environment.
Electrotechnical laboratories.
Higher Level in Mechanical Production
Scheduling
Professional competences and skills: This degree will qualify professionals for
Planning, scheduling and monitoring the machining and fitting of equipment
manufacturing process, from the documentation of the process and specifications of the
products to be manufactured, ensuring management and products quality, as well as
the supervision of labour risk prevention and environmental protection systems.
Metal workshops
STUDENTS’ OPINION AND MOTIVATION

•The majority of VET students at our school have a full dedication to studies. Just a few
percentage of students work and study at the same time.

•They expect to work in a job related to the vocational degree they are studying.

•Most of the students think that his degree has good job prospects.

•Most of the students want to work after finishing their vocational degree.

•Some of the students want to keep studying another VET degree or going to the university.
 ANTALYA MESLEKİ VE TEKNİK ANADOLU LİSESİ
➢ 1944 yılında kurulmuştur.
➢ Örgün mesleki ve teknik eğitim vermektedir.
➢ Okul yönetim kademesi personel sayısı:8
➢ Öğretmen sayısı: 154
➢ Anadolu Teknik Programı Öğrenci Sayısı: 269
➢ Anadolu Meslek Programı Öğrenci Sayısı: 1067

➢ It was founded in 1944.

➢ The organization provides vocational and
technical education.
➢ Number of staff at school administration level: 8
➢ Number of teachers: 154
➢ Number of student at Anatolian Technical Education Program : 269
➢ Number of student at Anatolian Vocational Education Program
1 1067
MESLEK ALANLARI VOCATIONAL FIELDS
➢ Bilişim Teknolojileri ➢ Information Technologies
➢ Endüstriyel Otomasyon Teknolojileri ➢ Industrial Automation
Technologies
➢ Elektrik Elektronik Teknolojileri
➢ Electric Electronic Technologies
➢ Makina Teknolojileri
➢ Machine Technologies
➢ Motorlu Araçlar Teknolojileri
➢ Motor Vehicle Technologies
➢ İnşaat Teknolojileri
➢ Construction Technologies
➢ Mobilya ve İçmekan Tasarımı
➢ Furniture and Interior Design
➢ Metal Teknolojileri 2
➢ Metal Technologies
OKUL-SANAYİ İŞBİRLİĞİ KAPSAMINDAKİ PROTOKOLLER SCHOOL-INDUSTRY COOPERATION PROTOCOLS
Companies;
İşletmeler;
MERCEDES-BENZ TÜRK A.Ş.( İSTANBUL)
MERCEDES-BENZ TÜRK A.Ş.( İSTANBUL)
OTOKOÇ, OTOMOTİV TİCARET VE SANAYİ A.Ş.
OTOKOÇ, OTOMOTİV TİCARET VE SANAYİ A.Ş.
TOFAŞ TÜRK OTOMOBİL FABRİKASI A.Ş.
TOFAŞ TÜRK OTOMOBİL FABRİKASI A.Ş. 3
OKUL-SANAYİ İŞBİRLİĞİ KAPSAMINDAKİ PROTOKOLLER
Kazanımlar;
➢ Motorlu Araçlar Teknolojisi Alanı açılmış ve atölye
ve laboratuvarları kurulmuştur.
➢ Motorlu Araçlar Teknolojisi Alanı öğretmenlerine yönelik
hizmet içi eğitim faaliyetleri kapsamında seminerler düzenlenmiştir.
➢ Motorlu Araçlar Teknolojisi Alanının malzeme ve SCHOOL-INDUSTRY COOPERATION PROTOCOLS
Outcomes;
ekipman eksiklikleri giderilmiştir.
➢ Motor Vehicle Technology Field was opened and
➢ Mezunların istihdamına öncelik verilmiştir.
workshops and laboratories were established.
➢ Öğrencilere işyeri tabanlı eğitimde öncelik sağlanmıştır.
➢ Seminars have been organized within the scope of
➢ Motorlu Araçlar Teknolojisi Alanı ile ilgili
in-service training activities for teachers
öğretim modüller hazırlanmıştır.
➢ The material and equipment have been supplied.
➢ Employment of graduates is provided in the enterprises
covered by the protocol.
➢ Workbased learning opportunities have been provided for
the students at the scope of protokol.
4
➢ Teaching modules were prepared.
İŞYERİ TABANLI EĞİTİM İÇİN UYGUN İŞLETMENİN BELİRLENMESİ

İl/İlçe Milli Eğitim Müdürlüklerinde mesleki ve teknik eğitimin ilgili

taraflarının temsilcilerinden oluşan İşletme Belirleme Komisyonu
tarafından uygun işletmeler belirlenir.

DETERMINING THE APPROPRIATE ENTERPRISE FOR WBL

Appropriate companies are determined by The Business Determination

Commission that is composed of representatives of related parties of VET
(Regionally/Nationally Accreditation of the companies)
5
İŞYERİ TABANLI EĞİTİM İÇİN UYGUN İŞLETMENİN BELİRLENMESİ

İşletme belirlemede referans alınan ölçütler; Criteria for Determining The Appropriate Companies for WBL
➢ İşletmede öğretim programına uygun üretim ve hizmetin ➢ Enterprises' operational field should be in line with the school
yapılması curriculum.
➢ İşletmenin öğretim programının en az % 80 inin uygulanmasını ➢ The enterprise must meet at least 80% of the vocational training .
➢ sağlayacak donanıma sahip olması program achievements in the school.
➢ On veya daha fazla öğrenciye mesleki eğitim, staj ve tamamlayıcı ➢ The enterprises that provide ten or more students work based learning
eğitim yaptıracak işletmelerde eğitim biriminin bulunması must have educational units.
➢ Meslek alan/dallarında görevlendirilecek sertifikalı usta ➢ Enterprises should employ master instructor/trainers who have
öğretici/eğitici personelin bulunması certificate
➢ Öğrencilerin giyinme, temizlik ve sosyal gereksinimleri için uygun ➢ Enterprises should provide suitable places for students to dress, clean
yerlerin bulunması, and socialize.
➢ İşyeri tabanlı eğitimin il sınırları dışında yapılması durumunda; ➢ If workplace based training is done outside the provincial boundaries;
öğrencilerin konaklama ve yemek gereksinimlerinin ilgili işletme enterprises should meet the accommodation and food requirements of
tarafından karşılanması students.
➢ İşletmelerde sağlık ve güvenlik koşullarının tam olarak sağlanması ➢ Enterprises must ensure full health and safety conditions.

DETERMINING THE APPROPRIATE ENTERPRISE FOR WBL

6
İŞYERİ TABANLI EĞİTİME DEVAM EDECEK DETERMINING THE STUDENTS FOR WBL
ÖĞRENCİLERİN TESPİTİ
The determination of students who will go into business for WBL
İşletemeye gidecek öğrenciler, alan şefleri ve is done by a commission
alan öğretmenlerinden oluşan bir komisyon consisting of field supervisors and field teachers under
tarafından aşağıdaki koşullara göre belirlenir. the following conditions.

➢ Öğrencinin ikamet adresi ➢ Residence

➢ Öğrencinin işletme talebi ➢ The enterprise request of the learner
➢ İşletmenin talebi ➢ Request of the enterprise
➢ Öğrencinin başarı durumu ➢ The success rate of the student 7
İŞYERİ TABANLI EĞİTİMDE OKULUN ROL VE SORUMLULUKLARI

İşletmelerdeki mesleki eğitimin planlanması, uygulanması ve

değerlendirilmesi, okul müdürü ve işletme yetkilisi tarafından
yapılır.

SCHOOL ROLE AND RESPONSIBILITIES FOR WORK BASED LEARNING

The planning, implementation and evaluation of vocational

training in enterprises is carried out by the school principal
and the enterprise manager.
8
İŞYERİ TABANLI EĞİTİMDE OKULUN ROL VE SCHOOL ROLE AND RESPONSIBILITIES FOR WORK
SORUMLULUKLARI BASED LEARNING

➢Koordinatör öğretmenlerin belirlenmesi ➢Determination of coordinator teachers

➢Öğrenci iş dosyalarının hazırlanması ➢Preparation of student work files
➢İşyeri tabanlı eğitim sözleşmesinin yapılması ➢Preparation of WBL training contract
➢Öğrencilerin sosyal güvenlik kayıtlarının ➢Keeping social security records of students
tutulması ➢Taking necessary measures to make WBL
➢İşyeri tabanlı eğitimin etkili bir şekilde training effective
yapılması için gerekli önlemlerin alınması
➢Preparing an evaluation report on the
➢İşletmelerde öğretim programlarının problems that occur in the implementation of
uygulanmasında ortaya çıkan sorunlarla the curriculums in the enterprises and the
programlara yansıtılmasında yarar görülen issues that should be reflected in the
hususlara ilişkin değerlendirme raporunun programs
hazırlanması

9
İŞYERİ TABANLI EĞİTİMDE OKULUN ROL VE
SORUMLULUKLARI
➢Koordinatör öğretmenler aracılığı ile
mesleki eğitim konusunda, işletme
yetkilileriyle usta öğretici/eğitici
personele rehberlik edilmesi
➢Öğrencilerin iş dosyalarının kontrol
edilmesi SCHOOL ROLE AND RESPONSIBILITIES FOR WORK
➢Öğrencilerin başarı, devamsızlık ve disiplin BASED LEARNING
durumunun izlenmesi ➢ Guidance of vocational trainers / trainer staff with
business authorities on vocational training through
coordinator teachers
➢ Checking students' work files
➢ Success of students, continuing education and monitoring
of disciplinary situation
10
İŞYERİ TABANLI EĞİTİMDE OKULUN ROL VE
SORUMLULUKLARI
➢ İşletmeye uyum sağlayamayan öğrencilere ilişkin
işlemelerin yapılması
➢ Okul ile işletme arasında imzalanan sözleşmenin
gereklerinin izlenmesi
➢ İşletme yetkilisince doldurulan işyeri tabanlı
eğitimin değerlendirmesine ilişkin verilerin kayıt
altına alınması SCHOOL ROLE AND RESPONSIBILITIES FOR WORK
➢ Mezunları izleme ve işe yerleştirme çalışmaları BASED LEARNING
kapsamında mezunlar ve işletmeye anket
uygulanması ➢ Procedures for students who can not adapt to the business
➢ Monitoring the requirements of the contract signed
between the school and the business
➢ Recording of data on evaluation of WBL filled in
by the business executive
➢ Survey of graduates and business within the scope of
monitoring and placement of graduates 11
İŞYERİ TABANLI EĞİTİMDE İŞLETMENİN ROL VE ENTERPRİSE ROLE AND RESPONSIBILITIES FOR
SORUMLULUKLARI WORK BASED LEARNING

➢ İşyeri tabanlı eğitimin usul ve esaslarına ilişkin tutanağı ➢ Enterprises sign memorandum on the procedures and
işletme belirleme komisyonu ile birlikte imzalar. principles of WBL together with the Enterprise Determination
Commission .
➢ İşyeri tabanlı eğitim çalışma takvimine göre eğitim hizmeti
sağlar. ➢ Enterprises provide training services according to work-
based learning schedule.
➢ İşyeri tabanlı eğitimin mesleki alan/dal öğretim
➢ Enterprises ensure that work-based learning is carried out
programlarına uygun olarak işletme belirleme komisyonu
in the place to be determined by the Enterprise
tarafından belirlenecek yerde yapılmasını sağlar. Determination Commission in accordance with vocational
field / branch teaching programs.
➢ İşyeri tabanlı eğitim için ustalık veya mesleki yeterliğe
sahip ve iş pedagojisi eğitimi görmüş yeterli sayıda ve ➢ Enterprises provide qualified master instructor/trainers
nitelikte usta öğretici veya eğitici personel görevlendirir. who are also trained in occupational pedagogy for WBL.

12
İŞYERİ TABANLI EĞİTİMDE İŞLETMENİN ENTERPRISE ROLE AND RESPONSIBILITIES
ROL VE SORUMLULUKLARI FOR WORK BASED LEARNING
➢ Özel eğitim ihtiyacı olan öğrenciler için okulla işbirliği ➢ Enterprises take necessary precautions by cooperating
yaparak gerekli tedbirleri alır. with the school for students who need special
education.
➢ Yeterli sayıda ve nitelikte usta öğretici veya eğitici ➢ If there are not enough qualified and skilled instructors
personel bulunmaması durumunda, okul ortrainer staff, the relevant staff will be involved in the
müdürlükleriyle koordineli olarak açılacak iş courses of business pedagogy to be coordinated with
pedagojisi kurslarına ilgili personelin katılımını sağlar. the school managers.

➢ Enterprises provide necessary material and equipments

➢ İşyeri tabanlı eğitim gerekli olan temrin malzemesiyle for work-based learning.
araç-gereci temin eder.
➢ The student or his / her parents sign the work-based
➢ 3308 sayılı Kanun’da belirtilen miktardan az olmamak learning agreement with the school principal, which
üzere ödenecek ücret tutarı, ücret artışı ve diğer includes the amount of fees to be paid, wage increase
olanakları kapsayan eğitim sözleşmesini, öğrenci veya and other possibilities, not less than the amount
specified in Law No. 3308.
velisi okul müdürüyle birlikte imzalar.
13
İŞYERİ TABANLI EĞİTİMDE İŞLETMENİN ENTERPRISE ROLE AND
ROL VE SORUMLULUKLARI RESPONSIBILITIES FOR WORK BASED
LEARNING
➢ Öğrencilerin devam durumlarını izleyerek ➢ Enterprises shall notify students' attendance and
devamsızlıklarını ve hastalık izinlerini iki iş günü sick leave within two business days by electronic
içinde elektronik ortamda veya yazılı olarak ilgili media or in written form to the relevant school
okul müdürlüğüne bildirir. administration.

➢ Öğrencilerin ilgili döneme ait puan çizelgelerini, ➢ The students shall submit the score sheets of the
dönem sonundan beş gün önce kapalı zarf relevant turnover to the relevant school
içinde ilgili okul müdürlüğüne teslim eder. directorate in a sealed envelope five days before
the end of the semester.
➢ Öğrenciler tarafından tutulan iş dosyasını, ➢ Enterprises submit the student work file to the
istenmesi durumunda veya beceri sınavından relevant school directorate, along with the score
önce puan çizelgesiyle birlikte ilgili okul sheet, on request or before the skill test.
müdürlüğüne teslim eder.
➢ Enterprises take necessary precautions for the
➢ Öğrencilerin iş kazaları ve meslek protection of students from occupational
hastalıklarından korunması, teşhis ve tedavileri accidents and occupational diseases, diagnosis
için 6331 sayılı Kanun ve ilgili diğer mevzuat and treatment within the scope of Law No. 6331
kapsamında gerekli önlemleri alır. and related legislation.

14
 İŞYERİ TABANLI EĞİTİMDE İŞLETMENİN ROL VE SORUMLULUKLARI
/THE ROLE AND RESPONSIBILITY OF THE ENTERPRİSES
➢ Öğrencilere telafi eğitimi süresince ve ➢ The enterprises give paid leave to the
okulda yapılacak sınavlar için belirtilen students during the remedial training and
günlerde ücretli izin verir. on the days specified for the examinations
to be held in the school.
➢ Öğrencilere yarıyıl ve yaz tatili ve
mazeret izinlerini düzenler.
➢ The enterprises organize semester and
summer vacation and excuse leave to
➢ İşletmelerde yapılan mesleki eğitimin students.
etkili bir şekilde gerçekleştirilmesi için
okul ve koordinatör öğretmenle sıkı
işbirliği kurar. ➢ The enterprises establish close
cooperation with the school management
and coordinator teachers to provide
effective work-based learning.

15
İŞ GÜVENLİĞİ AÇISINDAN YAPILAN ÇALIŞMALAR OCCUPATIONAL HEALTH AND SAFETY
İşyeri tabanlı eğitime devam edecek öğrenciler için; Strudents at work-based learning;

➢ Tehlikeli ve çok tehlikeli alanlara da 12 saatdiğer ➢ Students are trained in hazardous and
alanlarda ise 8 saatlik Temel İş Güvenliği ve İşçi dangerous areas for 12 hours and in otherareas
Sağlığı konusunda eğitim ve eğitim sonunda da for 8 hours on Basic Occupational Safety and
sertifika verilir. Worker Health. Certificate is given at the end of
training.
➢ İşyeri tabanlı eğitime başlamadan önce iş yerinde ➢ Students participate in the orientation program
ilgili sorumlu iş güvenliği uzmanlarınca öğrencilere iş on occupational health and safety organized by
sağlığı ve güvenliğine ilişkin uyum programı yapılır. job security experts at work before work- based
training begins.
➢ İş yeri hekimleri tarafından da öğrencileri sürekli
sağlık kontrolünden geçirilir. ➢ Students are undergoing health check-up by
workplace doctors.
16
 İŞYERİ TABANLI EĞİTİMİN İZLENMESİ VE MONITORING AND EVALUATION WORKP-
DEĞERLENDİRİLMESİ BASED LEARNING
• Koordinatör öğretmen tarafından Haftalık, Aylık , Üç • Weekly, Monthly, Quarterly work place observations
Aylık iş yeri gözlem ve çalışmaları izlenir ve and studies of the students are monitored and
değerlendirilir. Bu süreçte kullanılan dokümanlar; evaluated by the coordinator teacher and master
instructor/trainer. Documents used in this process;

➢ işletmelerde Meslek Eğitim Günlük Rehberlik Görev

Formu ➢ Vocational Training Daily Guidance Task Form in
➢ İşletmelerde Meslek Eğitimi Koordinatörlerinin Enterprises
İşletmeye Yapacağı Aylık Rehberlik Rapor Formu ➢ Monthly Guidance Report Form for Vocational Training
➢ Öğrencinin Gelişim Tablosu Coordinators in Enterprises

➢ Aylık İşletme Devam Devamsızlık Çizelgesi ➢ Student’s Voational Development Table

➢ Monthly Attendance Schedule of the Student

17
İşletmelerde Meslek Eğitim Günlük Rehberlik Görev Formu
Vocational Training Daily Guidance Task Form in Enterprises

18
İşletmelerde Meslek Eğitimi Koordinatörlerinin İşletmeye Yapacağı Aylık Rehberlik Rapor
Formu
Monthly Guidance Report Form for Vocational Training Coordinators in Enterprises

19
 Öğrenci Aylık Yoklama Formu
Monthly Attendance Schedule of the Student

20
İŞYERİ TABANLI EĞİTİMİN KALİTE GÜVENCESİ HOW TO PROVIDE WORK-BASED LEARNING
NASIL SAĞLANIR? QUALITY ASSURANCE
➢ İşyeri tabanlı eğitimin kalite kontrol süreçleri 3308 ➢ The quality control processes of the work-based
Sayılı Mesleki Eğitim Kanunu ve Ortaöğretim learning are determined in the Vocational Education
Kurumları Yönetmeliğinde belirlenir. Law No. 3308 and the Regulation on Secondary
Education Institutions.
➢ Tüm süreç e-devlet sisteminde kayıt altına
alınmaktadır. ➢ The entire process is recorded in the e-government
system.
➢ İlgili tüm tarafların katılımı sağlanır.
➢ Participation of all interested parties is ensured.
➢ Yönetimde sektör-okul-sosyal taraflar yer alır.
➢ There are sector-school-social parties in
➢ İzleme ve değerlendirmede kilit personel koordinatör management.
öğretmenler ve usta öğreticilerdir.
➢ Key staff in monitoring and evaluation are
➢ Okul-işletme arasında kurulan işbirliği sistemli ve coordinator teachers and master trainers.
sistematiktir.
➢ The cooperation between school and business is
systematic and systemic.
21
 EDUCATION IN TURKEY

THE GENERAL EDUCATION SYSTEM

✓ According to the Constitution of the Republic of Turkey, every citizen has the
right to education which is free of charge for the compulsory primary education.
✓ Turkish must be taught as the mother tongue. Since 2012, twelve years of
education is compulsary for boys and girls, which can be divided into 4+4+4
years of schooling
✓ The academic calendar generally begins in mid-September and extends through
to mid-June, with some variations between urban and rural areas. The school
day usually have a morning and an afternoon session, but in overcrowded
schools there is a split session. Schools are in session for five days a week
(Monday to Friday) in a total of 35-40 hours
✓ The Ministry of National Education (MEB) runs educational administration of
the country and is responsible for drawing up curricula, coordinating the work of
official, private and voluntary organizations, designing and building schools,
developing educational materials and so on.
 EDUCATION IN TURKEY

THE GENERAL EDUCATION SYSTEM

 EDUCATION IN TURKEY

THE GENERAL EDUCATION SYSTEM

✓ The Turkish National Educational System is composed of two main sections:
Formal Education and Non-formal Education.
Formal Education
• Formal education is the regular education of individuals in a certain age group and
given in schools. This includes Pre-Primary education, Primary education,
Secondary education and Higher education institutions.
Non-Formal Education
Non-formal education in Turkey is offered by a network of training centers who are
supervised by the Ministry of National Education (MEB). Non-formal education
services aim to teach reading-writing, help to continue education of students for
finish their incomplete education, teach balanced nutrition and ahealthy life style,
teach people from various professions the knowledge and skills they need to
improve themselves, and so on.
There is also Distance Higher Education which is offered at the Open Education
Faculty of Anadolu University. This program lasts for 2 or 4 years.
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THE GENERAL EDUCATION SYSTEM

• Pre-Primary education
• Pre-Primary education is an optional education for children between 3-5 years of
age who are under the age of compulsory primary education.
• The purpose of this education is to ensure physical, mental and sensory
development of children and the acquisition of good habits, to prepare children for
primary education, to create a common atmosphere of growth for those living in
inconvenient circumstances and to ensure that Turkish is spoken correct and well.
• Pre-school education is given in kindergartens, daycare homes, nursery classes in
primary schools, and in private nurseries, all under the supervision of the Ministry.
They are usually concentrated in larger towns and cities.
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THE GENERAL EDUCATION SYSTEM

• Primary Education
• With a new Law in 2012, four years of Elementary school + four years of Middle school is
compulsory today, followed by four years of compulsory high school education (makes a total
of 12 years compulsary education). Primary education is compulsory for all boys and girls at
the age of 5,5, and is given free of charge in public schools. These schools provide eight
(4+4) years of education.
• There are also private (and paid) schools under State control. In the primary schools, foreign
language lessons start from 2nd class. Most elementary school students dress similarly in a
type of uniform to avoid any social class differences between rich and poor students. If the
children fails to pass the class, he/she has to repeat the same class next year.
• At the end of 8 years, successful students go for the Secondary education for 4 more years.
• The purpose of the primary education is to ensure that every child acquires the basic
knowledge, skills, behaviors, and habits to become a good citizen, is raised in line with the
national moral concepts and is prepared for life and for the next education level parallel to
his/her interests and skills.
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THE GENERAL EDUCATION SYSTEM

▪ Secondary Education
• Secondary education is compulsory for four years and covers general, vocational and technical
high schools (Lycees, Lise in Turkish) that provide four years of education (used to be 3 years
until 2005).
• General high schools prepare students for higher learning institutions. Some of the secondary
schools and the private secondary schools have foreign language preparatory classes. This kind
of private lycees have double language education (such as Italian Highschool, German
Highschool, Austrian Highschool, French Highschool, and so on).
• Vocational and technical high schools provide specialized instruction with the aim of training
qualified personnel.
• Technical lycees include special formations such as electricity, electronics, chemistry, machinery,
motors, building, etc.
• Vocational lycees can be Industrial Vocational Lycees; Girls' Vocational Lycees (home economics
etc.), Public Health Vocational Lycees, Commercial Vocational Lycees, Agricultural Vocational
Lycees, Meteorology Vocational Lycees, Animal Husbandry Vocational Lycees, Land Registration
and Cadastre Vocational Lycees, etc.
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THE GENERAL EDUCATION SYSTEM

▪ The purpose of secondary education is to give students a minimum common culture, to
identify individual and social problems, to search for solutions, to raise awareness in order
to contribute to the socio-economic and cultural development of the country and to prepare
the students for higher education, for profession, for life and for business in line with their
interests and skills.
▪ In addition to normal high schools, there are also evening high schools usually operating in
the same school building. These are designed to allow those who take up employment after
primary (or middle school) to continue their formal education.
▪ Most of the high schools are owned by the State and provide free educational opportunities.
In order to provide equal opportunities for the children with limited finances, there are State
high schools with boarding facilities. These schools are free of charge and the students are
placed according to the results of an examination. There are also many private high schools,
which are paid by the parents, of course.
▪ Graduates of the high schools can attend universities if they can pass admission exams.
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THE GENERAL EDUCATION SYSTEM

• Higher Education
• Universities, faculties, institutes, higher education schools, conservatories, vocational
higher education schools, police and military academies and colleges, and application-
research centers are considered as Higher Education institutions.
• Universities, faculties and institutes of four-year higher education schools are founded by
Law, while the two-year vocational schools, departments and divisions are established by
the Council of Higher Education (YÖK)
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