Turkey Workforce Development : SABER Country Report 2012

Although Turkey experienced prosperous growth during the early and mid-2000s, similar success could not be achieved in increasing the employment rate. The Turkish economy, which had already started to slow down in 2007, was severely affected by the global economic crisis in 2008, and the global financial turmoil led to a sharp contraction starting in the last quarter of 2008. The Recovery began in the last quarter of 2009 and was rapid, with growth reaching 9 percent in 2010 and 8.5 percent in 2011. Successful development of the workforce requires a Technical and vocational education and training (TVET) system that is aligned with the needs of the labor market. The ‘Strengthening Vocational and Technical Education and Training Project’ (SVET), launched in 2005, aimed to address the mismatch between education and training programs and the needs of the labor market. Among other achievements, the SVET program resulted in the establishment of the Vocational Qualifications Authority and the development of modular education programs with an emphasis on proficiency and specialization. Also, in 2010 the government initiated a combined approach to enable such alignment through the action plan for strengthening the linkages between employment and Technical Vocational Education and Training (TVET).

Bibliographic Details

Main Author:	World Bank Group
Format:	Report biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2012-01
Subjects:	COMPULSORYEDUCATION, EDUCATION, VOCATIONALEDUCATION, TEACHERTRAINING, TRAININGMATERIALS, YOUTH, INTERNSHIPS, SKILLS, TRAINING PROGRAMS, COMPULSORY SCHOOLING, EDUCATION MINISTRIES, UNIVERSITIES, CHILDREN, DISTANCEEDUCATION, PUBLIC EDUCATION SPENDING, SCHOOL PRINCIPALS, KNOWLEDGE, PRIVATE SCHOOLS, BASICSKILLS, PRIMARY SCHOOLS, PROFESSIONALDEVELOPMENT, INVESTMENT, NATIONALEDUCATION, PROFESSIONAL DEVELOPMENT, PUBLICINSTITUTIONS, SCHOOLS, PRIMARYEDUCATION, QUALITY ASSURANCE, SCIENCE, ENTREPRENEURSHIP TRAINING, LEARNING OUTCOMES, CURRICULA, TRAININGSERVICES, BASIC EDUCATION, AVERAGE SCORE, COMPLETION RATES, WOMEN, PARTICIPATION, EDUCATIONSYSTEMS, STUDENTS, TEACHING, EDUCATION SPENDING, INͲSERVICE TRAINING, OCCUPATIONS, EDUCATION SECTOR, PARTNERSHIPS, WRITING, EDUCATION POLICIES, SECONDARY EDUCATION, PUBLIC AWARENESS, CURRICULUM DESIGN, SECONDARY SCHOOLS, CURRICULUM, VOCATIONAL TRAINING, EDUCATIONLAW, EDUCATIONAL ACTIVITIES, INTERVENTIONS, EDUCATION SYSTEMS, FORMAL EDUCATION SYSTEM, EDUCATION INSTITUTIONS, TRAINING COURSES, APPRENTICESHIP TRAINING, NATIONAL EDUCATION, SCHOOL SYSTEM, GIRLS, INSTRUCTORS, CURRICULUM DEVELOPMENT, BASIC SKILLS, QUALITY OF EDUCATION, ILLITERACY, TERTIARYEDUCATION, SKILLSTRAINING, COURSES, PUBLICEDUCATION SPENDING, PUBLICAWARENESS, SECONDARYEDUCATION, EDUCATION PROGRAMS, VOCATIONAL EDUCATION, LEARNING ACQUISITION, LITERACY, DECISION MAKING, QUALITY OF INFRASTRUCTURE, EARLYEDUCATION, FORMAL EDUCATION, EDUCATION LAW, MATHEMATICS, QUALITYASSURANCE, LEARNING, TRAINING, STUDENT ASSESSMENT, TEACHERS, LEADERSHIP, WORKSHOPS, GENERAL EDUCATION, TECHNICAL EDUCATION, TRAINING CENTERS, PUBLIC INSTITUTIONS, GROUPS, READING, TECHNOLOGY, TUITION, ENROLLMENT, EXAMS, HUMAN DEVELOPMENT, ENROLLMENT RATE, PUBLIC AGENCIES, EARLY EDUCATION, PRIVATE EDUCATION, PUBLIC EXPENDITURE, SCHOOLING,
Online Access:	http://documents.worldbank.org/curated/en/2015/10/25165617/turkey-systems-approach-better-education-results-saber-country-report-2012 http://hdl.handle.net/10986/23012
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