Problems in Education Discussed in Depth

Problems in education were discussed in depth at the "Workshop on the Transition to Secondary Education System and the Restructuring of Secondary Education" organized by the Association of All Private Educational Institutions (TÖDER). According to TÖDER Chair Enver Yücel, who spoke at the workshop, a system without exams is not possible...

The "Workshop on the Transition to Secondary Education System and the Restructuring of Secondary Education" was organized at Bahçeşehir University by the Association of All Private Educational Institutions (TÖDER) to guide the Ministry of National Education and help the country have a more scientific and inclusive education system. The workshop was attended by TÖDER Chair Enver Yücel, Mersin University faculty member Prof. Dr. Ata Tezbaşaran, former UK Department for Education Director Robert Back, UK Department for Education Lead for the Conversion of State Schools to Academies Vanessa Miner, School Principal Annebal Key and many guests.

"A SYSTEM WITHOUT EXAMS IS NOT POSSIBLE"

Delivering the opening speech of the workshop, TÖDER Chair Enver Yücel, in his assessment of the SBS and the transition to secondary education system, said: "All practices implemented worldwide are there for everyone to see. No one can say 'there are no exams for entry to high school and university in the world.' They exist everywhere in the world. A system without exams is not possible, but we would wish for the difference in quality between our schools to be as small as possible. Let our schools reach the same level. Then the need to take additional courses outside school would disappear."

In the first session of the workshop, former UK Department for Education Director Robert Back, UK Department for Education Lead for the Conversion of State Schools to Academies Vanessa Miner and School Principal Annebal Key discussed the education reform process in England.

SPONSORSHIP OF EDUCATIONAL INSTITUTIONS

Miner discussed the changes made through reform efforts that have been ongoing in the country for 10 years. Miner said that with the changed system, the process of making schools independent by finding sponsors for them was made easier, saying: "Becoming an academy was made easier regardless of whether schools were good or bad, and as a result 2,800 schools became academies thanks to as many as 700 sponsor organizations."

"SCHOOLS NEED TO BE AUTONOMOUS"

Former UK Department for Education Director Robert Back stated that educational institutions should become more independent through the regulations to be made. "Education reform has been going on for 10 years, and the pace of change has increased even further in recent years. The reform process shows that schools need to be autonomous. Educational institutions should not be managed through a bureaucratic system. But of course, you cannot grant this autonomy without accountability. This comes through independent assessment, inspection and evaluation," said Back, adding that in 1992 an inspection body independent of the government was established in England for this purpose, and that educational institutions are inspected on matters such as management, quality of education and student performance. He also added that intervention in educational institutions not rated as "adequate" as a result of the evaluation is carried out by sponsors.

"POTENTIAL FOR EMPLOYMENT AND HIGHER EDUCATION EMERGES AT AGE 16"

Former UK Department for Education Director Robert Back also discussed the assessment and evaluation system in England. According to this system, student assessment begins at age five, and a profile of the student is created by teachers. In this assessment process, which continues until the university entrance exam at age 18, the student is subject to assessments in reading, writing, mathematics and similar areas at age seven, and takes reading and mathematics tests at age 11. If the educational institution cannot achieve 60 percent success, intervention takes place.

According to Back, a student's potential for employment and higher education emerges through assessments made at age 16. The student is assessed in compulsory mathematics, science and English tests as well as in elective areas such as art and history. In this way, it becomes clear which field the student will pursue and in which subjects they have potential. For educational institutions to be rated "adequate," student achievement must exceed 40 percent.

PROBLEMS AND PROPOSED SOLUTIONS DISCUSSED

In the second session of the all-day workshop at Bahçeşehir University, the topics "current problems in the transition to secondary education and proposed solutions,", "open-ended exam practices and modeling proposals" and”, "the restructuring of the SBS and the transition to secondary education system" were addressed, and final reports were prepared with participants' assessments in parallel sessions held on the subject.