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6.5 Learning outcomes

Besides scoring low on average, children in the Turkish education system show very diverging levels of achievement. This is apparent both from PISA tests and from the university entrance examination results, according to which candidates from small Eastern provinces like Hakkari and Şırnak are not only few in number but also achieve the lowest success rates. The diverging levels of achievement are only to be expected given the very different economic and social conditions witnessed in different locations and the modest level and uneven distribution of financial, physical and human resources in the education system. Studies suggest that a child’s educational achievement correlates closely with the level of education of her or his parents and the economic status of the family (Education Research Initiative (ERG), Eğitimde Eşitlik: Politika Analizi ve Öneriler  [Equality in Education: Policy Analysis and Proposals], 2009; World Bank: Turkey: Expanding Opportunities for the Next Generation – A report on life chances, February 2010).

Many business organisations have commented unfavourably on the relevance of the skills taught in technical and vocational schools to labour market needs. In addition to the reform efforts of the Ministry in this area, some individual companies and local and sectoral business organisations are seeking to contribute to solutions to this problem – for example, by constructing new schools or cooperating with existing ones. The “Meslek Eğitimi Memleket Meselesi” [Vocational Education: A National Issue] project started by the Koç Group in order to support vocational education schools and theır students was taken over by a wider group of private companies in June 2012 

UNICEF Turkey Country Office, Yukarı Dikmen Mah. Alexsander Dubçek Cd. 7/106, 06450 Çankaya/Ankara. Telephone: +90 312 454 1000 Fax: +90 312 496 1461 E-mail: ankara@unicef.org