676,000 children, most of them 14-17 years old, were out of the education system

About 676,000 children of compulsory education age are out of the education system. The age group with the highest number of out-of-school children between the ages of 14 and 17 has been shown to be a definite indicator that school dropouts are experienced at most high school levels.

A 2021 Education Assessment Report was prepared by TEDMEM, a think tank of the Turkish Education Association (TED). The report consists of six sections: “Governance and Finance”, “Basic Education and Secondary Education”, “Vocational and Technical Education”, “Special Education and Guidance Services”, “Assessment and Evaluation and Transition between Levels” and “Education and Vocational Process”. “..

Some of the findings and recommendations in the report are as follows:

– A comprehensive action plan should be drawn up for an education system that is stronger and more resilient to potential crises in the “new normal” process caused by the global epidemic.

– In the age we live in, it is necessary to adopt innovative approaches beyond addressing the existing deficiencies in education.

Budget planning

– An additional budget should be planned to address the damage caused by the Kovid-19 epidemic and to make necessary improvements in the education and training process.

– An effective, inclusive and sustainable make-up education policy aimed at eliminating the loss of education in 1.5 years when the education and training process could not be disrupted.

– One of the major problems in the education system of 2021 is the inability to expand early childhood education to include compulsory education at the age of five.

– The declining trend in the number of private schools and students that started during the Covid-19 epidemic continued in 2021 and for the first time the number of teachers employed in private schools has decreased.

– Action should be taken against school dropouts that may or may not occur after the distance learning process in vocational education.

– Data showing the level of choice for vocational education should be regularly evaluated and shared with the public in a transparent manner.

– One in five 15-year-old students in Turkey is dissatisfied with their lives.

– The inability to create an effective decision model for school opening and closing processes has caused problems with educational governance during the epidemic process.

Loss of learning

In the report section on children with special needs, the following is determined:

– Time spent away from school during an epidemic means more learning disadvantages for students with special needs than their developing peers in general.

– Despite the increase in support for special education, it is not possible to access these services for every child in need of special education.

– Despite providing support for new emerging needs in special education with epidemics, students’ digital skills may be limited.

– Professional skills and competencies of special education staff and teachers should be supported to withstand new crises.

Why the test?

Part of the report, which draws attention to the fact that at the end of eight years of elementary education, a significant portion of students performed poorly in both oral and numerical fields, is as follows:

“Students with a pass percentage of less than 10th percentile were able to place in about five out of every 10 programs with a central test score.

Compared to 2020, the number of programs at Anatolian Vocational, Anatolian Technical and Anatolian Imam Hatip High School, where 10 percent of students fall into the department, has decreased. Over the past three years, the Anatolian Technical Program, the Anatolian Vocational Program, and Anatolian Imam Hatip High School have had a minimum pass percentage of about 99 percent. This is an indication that the inclusion of a secondary school in the list of schools that accept students through examinations does not mean that students with a high level of success will choose that school. Schools that have a percentage of students above a certain rate are excluded from the scope of those schools which accept students in an examination and placement can be determined without examination. “

Why did they leave school?

In the report, school-age data reveals that about 676,000 children who should be in compulsory education are out of school in the 2020-2021 academic year. The low enrollment rate and the highest number of out-of-school children between the ages of 14-17 are considered a definite indicator that school dropouts are mostly experienced at the high school level. The report states, “One out of every 10 children in this age group is not enrolled in the school system even though they should be in compulsory education. Failure to complete compulsory education negatively affects the future of individuals and also carries the risk of hindering the success of the country’s economic and social development plans. For this reason, it is important to address the issue of early abandonment in the compulsory education process as an important problem area of ​​the education system and to identify the reasons for dropping out and to come up with innovative solutions to this problem.

Decreased access to pre-school

The report states that in the 2020-2021 academic year, the enrollment rate in pre-school education has come down to the lowest level in recent years. The net enrollment rate in pre-primary education is as follows: n 3-5 years old: 28.35 percent n 4-5 years old: 36.79 percent n 5 years old: 56.89 percent

Dual education has increased

The report, which states that the rate of students studying in dual education was high at the time of the epidemic, said that in the 2020-2021 academic year, the rate of students studying in dual education was 37.3 per cent in primary school and 27.6 per cent in secondary school. And 4.2 percent in high school, which again draws attention to the problem that existed before the epidemic and is still unresolved. Dual learning is an application used to solve problems in crowded classrooms due to lack of physical infrastructure.

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