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  • POLICIES FOR HUMAN CAPITAL DEVELOPMENT IN TURKEY

POLICIES FOR HUMAN CAPITAL DEVELOPMENT IN TURKEY

A Torino Process ETF assessment

Turkey
Type
TRP assessment report
Authors
Helmut Zelloth, ETF expert
Year
2020
Full report

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Executive summary

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PREAMBLE

The European Training Foundation (ETF) assessment process provides an external, forward-looking analysis of countries' human capital development issues and VET policy responses from a lifelong learning perspective. It identifies challenges related to education and training policy and practice that hinder the development and use of human capital, taking stock of them and making recommendations for possible solutions.

Such assessments are a key deliverable of the Torino Process, an initiative launched by the ETF in 2010 and aimed at providing a periodic review of vocational education and training (VET) systems in the wider context of human capital development and inclusive economic growth. In providing a high-quality evaluation of VET policy from a lifelong learning perspective, the assessment process builds on four key principles: ownership, participation, and holistic and evidence-based analysis.

For the ETF, human capital development means supporting countries in the creation of lifelong learning systems that provide opportunities and incentives for people to develop their skills, competences, knowledge and attitudes throughout their lives, with a view to improving their employment prospects and realising their potential, as well as contributing to prosperous, innovative and inclusive societies.

The main purpose of these assessments is to provide a reliable source of information to enable the planning and monitoring of national education and training policies with respect to human capital development, as well as offering a foundation for programming and policy dialogue in support of these policies by the European Union and other donors.

The ETF assessments rely on evidence collected by the respective countries using a standardised reporting template (the National Reporting Framework – NRF) within a participatory process involving a wide variety of actors with a high degree of ownership. The findings and recommendations of the ETF assessments have been shared and discussed with national authorities and beneficiaries. However, the ETF takes full responsibility for each assessment and for any errors and omissions contained therein.

This assessment report starts with a brief description of the strategic plans and national policy priorities of Turkey (Chapter 1). It then presents an overview of issues related to the development and use of human capital in the country (Chapter 2), before moving on to provide an in-depth discussion of the problems in this area that, in the view of the ETF, require immediate attention (Chapter 3). Chapter 4 offers overall conclusions resulting from the analysis.

The annexes provide additional information: a summary of the recommendations in the report (Annex 1) and an overview of the education and training system of Turkey (Annex 2). The National Torino Process Report compiled by the country itself can be found here: https://openspace.etf.europa.eu/trp/torino-process-2018-2020-turkey-nat…

Next Chapter

Table of Contents

  • PREAMBLE
  • EXECUTIVE SUMMARY
    • Context
    • Findings on human capital
    • Economic transformation calls for enhanced adult learning
    • Skills mismatch calls for higher VET participation and more effective VET provision
    • Recommendations for action
      • Improving interlinkages between initial VET and continuing VET/adult learning
      • Tackling skills mismatch in VET as a key priority
      • Expanding adult learning opportunities
      • Developing a system of career guidance
  • 1. INTRODUCTION
    • 1.1 About this assessment
    • 1.2 Country overview
      • Global player facing national and international challenges
      • A long-lasting and challenging EU accession process
    • 1.3 Strategic context
  • 2. HUMAN CAPITAL: DEVELOPMENT AND CHALLENGES
    • 2.1 Overview
    • 2.2 Sustainable development and human capital
      • Sustainable development – challenges for education, gender equality and health
      • Human development – steadily improving but inequality in the distribution
    • 2.3 Inequalities – reducing the potential of human capital
      • Regional disparities and income inequalities
    • 2.4 Changing demand for human capital
      • The transformation to high-tech production and to a high-income country
      • The youngest population in Europe – demographic dividend?
      • Refugees' integration in education and the labour market
    • 2.5 Educational and labour market challenges in human capital development
      • More strategic and efficient investment in education is needed
      • Underdeveloped quality of education
      • Underused labour potential of women and youth
  • 3. ASSESSMENT OF KEY ISSUES AND POLICY RESPONSES
    • 3.1 Economic transformation calls for enhanced adult learning
      • High risk of automation
      • Low education attainment level
      • Demand and supply for adult learning
      • Policy responses
        • Building on tradition and strengthening the institutional basis
      • Policies to involve non-state actors
        • Recognition and validation of prior learning
        • Introducing lifelong learning policies in line with the EU
        • New Education Vision 2023
      • Policy recommendations
        • Longer-term vision of adult learning as part of LLL
        • Review of adult learning policies and practices
        • No longer the 'Cinderella' of the education system
        • Better cooperation and coordination mechanisms
        • Tackling recurrent issues more vigorously
        • Taking adult guidance seriously
    • 3.2 Skills mismatch calls for higher VET participation and more effective VET provision
      • The availability of skilled labour at risk through declining VET participation
      • Skills mismatch undermining the potential of human capital
      • Higher employment prospects through VET
      • Is VET a major cause of horizontal skills mismatch?
      • The low status of VET coupled with a strong belief in the return of investment in higher education
      • The admission system reinforces the low status of VET
      • Policy responses
        • Fostering apprenticeships – making it part of the formal education system
        • Changing access conditions from VET to higher education
        • Policies to improve the demand and image of VET
        • New VET vision for 2023
      • Policy recommendations
        • Improving interlinkages between initial VET and continuing VET/adult learning
        • Tackling skills mismatch in VET as a key priority
        • More effective VET provision through quality work-based learning (WBL)
        • System development of career guidance needed
  • 4. CONCLUSIONS
  • ACRONYMS
  • REFERENCES
  • Summary of recommendations
  • The education and training system of Turkey
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The European Training Foundation is a European Union agency that helps transition and developing countries harness the potential of their human capital through the reform of education, training and labour market systems, and in the context of the EU's external relations policy. Based in Turin, Italy, the ETF has been operational since 1994.
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