WOMEN and EDUCATION - Kadının Statüsü Genel Müdürlüğü

Transcription

The Republic of Turkey
PRIME MINISTRY
GENERAL DIRECTORATE ON THE STATUS OF WOMEN
POLICY DOCUMENT
WOMEN and EDUCATION
2008, ANKARA
This policy document analyses the situation in Turkey of women compared to men in the area of education. It has been
prepared by KSGM together with six other policy documents. The policy documents cover the areas of education, economy,
poverty, power and decision making, health, media and environment. These seven policy documents have been used as
input for the National Action Plan Gender Equality 2008-2013.
All seven policy documents include the following paragraphs: an introduction in which the significance of the role of
women in the area is stated; an overview of the past and present legal framework with regard to gender equality in the
relevant area; an extensive analysis of the current situation of women compared to men based on relevant national and
local statistics; a listing of the obstacles in this area for reaching gender equality; an overview of relevant government
policies; and a listing of objectives and strategies for action to be implemented between 2008 and 2013.
The content of the policy documents is the result of an exchange with relevant stakeholders. First a mapping exercise was
performed between March and June 2007 with the aim of identifying relevant stakeholders, their roles and responsibilities
and assessing the issues that needed to be addressed in the National Action Plan Gender Equality 2008-2013. Following this
activity, the draft policy documents were prepared for each area and discussed in working group meetings with relevant
stakeholders. In the first meeting held in October 2007 participants had the opportunity to state their views on a draft text
that presented a general summary of the current status of women in the area, the legal framework, existing government
policies, and other activities carried out to improve the status of women. In a second meeting in February 2008 the same
groups discussed a first draft of the objectives and strategies to be implemented. The comments of the participants have
been taken into account when finalising the documents.
The indicators and statistics presented in the policy documents will be used as benchmarks for monitoring the progress
in gender equality. The relevant statistics will be updated every two years and will be published on the website of KSGM:
www.ksgm.gov.tr
ISBN 978-975-19-4362-0
September, 2008 - Ankara
Graphic designer: Erdener Esen - www.3etanitim.com
Press: Fersa Ofset - www.fersaofset.com
TABLE OF CONTENTS
1.
INTRODUCTION..............................................................................................................................................................................5
2.
LEGAL FRAMEWORK......................................................................................................................................................................6
3.
CURRENT SITUATION.....................................................................................................................................................................8
4.
PREVIOUS AND CURRENT POLICIES, PROGRAMMES AND PROJECTS.......................................................................26
5.
The 60th Government Programme ActIon Plan..............................................................................................29
REFERENCES...................................................................................................................................................................................36
WOMEN AND EDUCATION
EU Twinning Project: Promoting Gender Equality
Component 4
POLICY DOCUMENT
WOMEN AND EDUCATION
1. INTRODUCTION
The prosperity and happiness of a country depends on the people of that country having a qualified and permanent
education. The acquired knowledge and skills are added values to development. Therefore, the most significant
impetus of socio-economic development is the education level of the society and the quality of human resources.
Countries that increased the education level have experienced affirmative results of this in every field. In today’s world
information and communication technology has become intensive, making the issue of education more important
than ever.
Despite the rapid changes and developments in the areas of education and training, women’s education is still a
problem in many parts of the world. Women and girl children benefit less from education opportunities than men
and inequalities based on gender continue to prevail. Strengthening the position of women in economic, social,
cultural and political life depends on enabling them to benefit equally from rights, opportunities and possibilities.
Improving women’s access to education would not only contribute to women’s self-development and welfare but
also increase the economic potential of the country.
In Turkey the importance of education has been realised and great reforms have been made since the first years of
the Republic. However, the overall rate of schooling has not reached the desired level yet; there are some reasons
preventing girls from fully benefiting from education services.
In this study, first the legal framework will be addressed. Then the current situation in the different education levels
will be analysed, followed by a description of relevant policies, programmes, and projects. Finally, objectives and
strategies for action will be determined based on the current situation.
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WOMEN AND EDUCATION
2. LEGAL FRAMEWORK
Turkey has been committed to develop education policies, to establish legal regulations, and to implement these
laws by ratifying international conventions such as the Convention on the Rights of the Child (ratified in 1990), and
the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW, ratified in 1985).
The CEDAW is one of the most important international human rights documents concerning equal rights and
equal access to opportunities. Article 10, titled “Right to Education” brings the obligation to States Parties to take all
appropriate measures to eliminate discrimination against women in order to ensure them equal rights compared to
men in the field of education. In Article 10 of the Convention it is stated that the States Parties will take the following
measures:
a. The same conditions for career and vocational guidance, for access to studies and for the achievement of
diplomas in educational establishments of all categories in rural as well as in urban areas; this equality shall be
ensured in pre-primary, general, technical, professional and higher technical education, as well as in all types of
vocational training;
b. Access to the same curricula, the same examinations, teaching staff with qualifications of the same standard and
school premises and equipment of the same quality;
c. The elimination of any stereotyped concept of the roles of men and women at all levels and in all forms of
education by encouraging coeducation and other types of education which will help to achieve this aim and, in
particular, by the revision of textbooks and school programmes and the adaptation of teaching methods;
d. The same opportunities to benefit from scholarships and other study grants;
e. The same opportunities for access to programmes of continuing education, including adult and functional
literacy programmes, particularly those aimed at reducing, at the earliest possible time, any gap in education
existing between men and women;
f.
The reduction of female student dropout rates and the organisation of programmes for girls and women who
have left school prematurely;
g. The same opportunities to participate actively in sports and physical education;
h. Access to specific educational information to help to ensure the health and well-being of families, including
information and advice on family planning.
The Convention on the Rights of the Child has been transformed into Turkish national law with the adoption of
Law No. 4058 in 1994. In the Convention on the Rights of the Child it has been stated that States Parties recognise
the right of the child to education, and in achieving this right on the basis of “equal opportunity” they will take the
following measures.
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WOMEN AND EDUCATION
“States Parties shall:
a. Make primary education compulsory and available to all free of charge;
b. Encourage the development of different forms of secondary education, including general and vocational
education, make them available and accessible to every child, and take appropriate measures such as the
introduction of free education and offering financial assistance in case of need;
c. Make higher education accessible to all on the basis of capacity by every appropriate means;
d. Make educational and vocational information and guidance available and accessible to all children;
e. Take measures to encourage regular attendance at schools and the reduction of dropout rates.”
In 2004 the following provision was added to Article 10 of the Constitution: “In the case of a conflict between
international agreements in the area of fundamental rights and freedoms duly put into effect and the domestic laws
due to differences in provisions on the same matter, the provisions of international agreements shall prevail.”
The realisation of the education of the child on the basis of equal opportunities, making primary education compulsory
and available free to all, ensuring children’s regular attendance to school and taking necessary measures to prevent
dropout which are set out in the Convention on the Rights of the Child, is guaranteed without any discrimination by
the provisions in Article 42 of the Constitution: “Primary education is compulsory for female and male citizens and is
free at state schools. ” Therefore, all legal arrangements such as laws, regulations and statutes have been regulated
without gender discrimination in a way to cover all citizens.
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WOMEN AND EDUCATION
3. CURRENT SITUATION
Different institutions have different statistics on education. In this part, data of the Turkish Statistical Institute (TÜİK)
have been used unless otherwise is stated.
National Data
Table 1 Population Data (According to Data base of Address Based Population Registration System)
Basic Indicators
Total
Women
Population (2000 Population Census)
67,803,927
33,457,192
34,346,735
Address Based Population Registration System 2007
Population Census Results (2008)
70,586,256
35,209,723
35,376,533
Population under the age of 20
24,799,424
12,068,928
12,730,496
Population under the age of 5
5,793,906
2,814,934
2,978,972
Rate of Urban Population
59.2%
59.1%
59.4%
Rate of Urban Population
70.5%
70.5%
70.5%
1
2
Men
Source: 2000 General Population Census, the Social and Economic Characteristics of Population, Social and Economic Qualifications of
the Population and the Data Base of Population Based Registration System 2007.
35.1 per cent of Turkey’s population is under 20 years of age. Thus, Turkey has a young population structure. The
population at 65 years and above composes 6 per cent of the total population. The average household size is 4
persons. This figure is found as 3.9 in urban, and 4.5 in rural areas.
The majority of the population in Turkey attended (or attends) school. Of those who attended, at least one third of
both women and men completed at least the second stage of primary education. The rate of population which is
at least a high-school graduate is 23 per cent for men and 14 per cent for women. The indicators calculated for the
younger generations show that there is a continuing increase of education, both for men and women.3
1
2
3
8
The rate of population living in urban settlements defined as urban places with a population in excess of 20,001 (2000 General Population Census).
Populations of towns and townships are taken as urban places considering administrative division structure (Data of Address Based Population Registration System,
2007).
Turkey Demographic and Health Survey (TNSA) 2003.
WOMEN AND EDUCATION
Table 2 Turkey’s Human Development Index (HDI), 2005
HDI Value
Life expectancy
(years)
Adult literacy rate
(% ages 15 and older)
Combined schooling ratio
(primary, secondary and
higher education) (%)
GDP per capita
(PPP, $ )
1.Iceland(0.968)
1. Japan (82,3)
1. Georgia (100.0)
1. Australia (113.0)
1. Luxembourg (60,228)
83. Armenia (0.775)
84. Lebanon (71,5)
68. Malta (87.9)
107. Saint Vincent and the
Grenadines (68.9)
65. Thailand (8,677)
84. Turkey (0.775)
85. Turkey (71,4)
69. Turkey (87.4)
108. Turkey (68.7)
66. Turkey (8,407)
85. Surinam (0.774)
86. El Salvador (71,3)
70. Dominican Republic
(87.0)
109. Albania (68.6)
67. Brazil (8,402)
177. Sierra Leone
(0.336)
177. Zambia (40,5)
139. Burkina Faso (23.6)
172. Niger (22.7)
174. Malawi (6,67)
Source: UNDP, Human Development Report, 2007/2008 http://hdrstats.undp.org/countries/country_fact_sheets/ cty_fs_TUR.html
Turkey ranks 84th among 177 countries according to the UNDP’s “2007-2008 Human Development Index (HDI)”.
According to the HDI, which determines human development based on three criteria -education, health and incomeTurkey is recognised as a medium level developed country. Turkey ranks 84th before Surinam out of 177 countries
with a value of 0.775. Turkey ranks 85th concerning life expectancy (71,4 years), ranks 69th in terms of adult literacy
rate (87.4 per cent), ranks 108th in terms of Combined Schooling Ratio (68.7 per cent). Turkey ranks 66th out of 174
countries with $ 8,407 Gross Domestic Product (GDP) per capita.
Table 3 Gender-related Development Index (GDI) compared to Human Development Index (HDI)
GDI as % of HDI
Life expectancy
(years)
2004
Adult literacy rate
(% ages 15 and older)
2004
Combined schooling ratio (primary,
secondary and higher education)
(%) 2004
Female as % male
Female as % male
Female as % male
1. Maldives (100.4%)
1. Russian Federation (123.1%) 1. Lesotho (122.5%)
1. United Arab Emirates (126.0%)
111. Paraguay (98.5%)
84. Panama (107.1%)
110. Rwanda (83.7%)
161. Korea (Republic of ) (87.2%)
112. Turkey (98.5%)
85. Turkey (107.0%)
111. Turkey (83.5%)
162. Turkey (86.9%)
114. Cameroon (98.4%)
87. United States (107.0%)
113. Papua New Guinea (80.3%) 164. Cambodia (86.6%)
156. Yemen (92.7%)
194. Niger (96.9%)
152. Afghanistan (29.2%)
194. Afghanistan (55.3%)
Source: UNDP, Human Development Report, 2007/2008 http://hdrstats.undp.org/countries/country_fact_sheets/ cty_fs_TUR.html
According to the Gender-related Development Index, which is prepared by including gender indicators in the values
(education, health and income) of the Human Development Index, Turkey ranks 112th out of 156 countries with a
value of 98.5 per cent. Life expectancy of women in Turkey is higher than of men, but men are ahead of women in
terms of adult literacy rate and combined enrolment ratio.
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WOMEN AND EDUCATION
According to the figures of 2007 of Gender Empowerment Measure, which measures the capacities of women and
men in taking an active part in economic and political life and their capacities in having control over their own
economic resources, Turkey ranks 90th out of 93 countries with a value of 0.293. Egypt, Saudi Arabia, and Yemen are
the three countries behind Turkey.
The Significance of Education of Girl Children and Women
Education of girls, which will provide a more egalitarian position and role to girls in the future and also will enable
them to participate in society, is one of the highest priorities on the agenda. Turkey is taking big steps in order
to eliminate the negative indicators in the area of education. It aims to reach 100 per cent literacy and schooling
rates for both women and men. Vocational education programmes which play an important role in creating access
to the labour market are re-determined considering the demands of the sectors. Studies aimed at increasing and
expanding the capacity of non-formal education, especially for illiterate adult women, have been going on.
The access of girl children to education is important both for the prosperity rate of the country and in terms of life
standards besides individual gains. It is known that countries which are unsuccessful increasing women’s education
to the same level as men’s experience a slower growth and decreasing income level.
Education for girls may also decrease the interregional disparities. With the increase of the literacy rate, women
will have a more conscious attitude against backward practices (honour killings, second wife, etc.) and they will
contribute to the modernisation of society.4
Turkish Education System with General Terms and 2007 Student Data by Education Levels
Turkish National Education System’s current structure has been defined by the Basic National Education Law No. 1739.
The system is composed of two main sections: “formal education” and “non-formal education”. Formal education,
which is the regular education conducted within a school for individuals in a certain age group and at the same
level, consists of pre-primary education, primary education, secondary education, and higher education. Non-formal
education, which includes all education activities organised within or out of the formal education according to
the interests or needs of individuals who have never entered the formal education system, or are at any level of
formal education or have left one of these levels, is composed of two sections as general non-formal education and
vocational-technical non formal education.5
In the Academic Year of 2007/08 there are 14,817,654 students in 45,973 education institutions in Turkey. 6,958,335
of the students (47.1 per cent) are female. Most of the students are in primary education (10,870,570) followed by
secondary education (3,245,322). The highest participation of female students is realised in primary education (47.7
per cent). The lowest participation is realised in higher education (42.8 per cent).
In non-formal education 5,117,623 students continuing their education in 11,864 education institutions. 2,175,537
(42.5 per cent) are women according to data of the Academic Year 2006/07.6
4
5
6
10
DİLLİ, Celalettin, Zorunlu Eğitim Çağında Bulunan Kız Çocuklarının Okula Gitmeme Nedenleri (Şırnak İli Örneği), Yayınlanmamış Yüksek Lisans Tezi, Fırat Üniversitesi,
Elazığ-2006, p. 73.
Chart of Turkish Education System (Annex 1).
The number of education institutions, schools, students, teachers and classrooms in the academic year 2007/08 is given in Annex 2.
WOMEN AND EDUCATION
Literacy7
Over 7 million adults, the majority of whom are women, are illiterate.8 Turkey is the last country among OECD countries
in terms of women literacy and is behind many of the countries with similar socio-economic development indicators.
The relatively high rate of illiteracy in Turkey negatively affects the social development.9
Graphic 1 Adult Literacy Rates (1997-2006)10
Source: TÜİK Population and Development Indicators data.
The literacy rate increased continuously over the years. The adult literacy rate, which was 85.3 per cent in 1997,
became 88.1 per cent in 2006. This rate was 76.9 per cent for women in 1997 and 80.4 per cent in 2006. It was about
96 per cent for men in 2006.
Graphic 2 Literacy Rates of 15 to 24-Year Age Group (1997-2006)
Source: TÜİK, Household Labour Force Survey (revised results)
7
TÜİK data concerning literacy. In data of TÜİK, people who know how to read and write with the Turkish alphabet are considered to be literate. People who know how to
read but do not know how to write and people who know how to read and write with the old Turkish alphabet are not considered to be literate.
8 TÜİK 2000 Population Census Data.
9 http://www.acev.org/egitim/kadin_destek.asp.
10 Adult Literacy Rate refers to the literacy rate among the population aged 15 and over.
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WOMEN AND EDUCATION
The gender difference among the youth is smaller than that of adults but has not disappeared completely. In 2006
the literacy rate of women in the age group 15-24 years was 94.1 per cent while the rate of men in the same age
group was 98.4 per cent.
Although women’s literacy and education levels have increased in the last ten years, it has not reached 100 per cent
literacy. One out of five women is still illiterate in the adult population and one out of six women is not graduated
from any education institution.
The illiteracy rate increases for both sexes as one moves from younger to older age groups, from urban population to
rural population, and from Western to Eastern Regions. However, the impact of these variables is stronger on women
than on men.
According to the 2000 Population Census Data 19.4 per cent of the population is illiterate, and 75.5 per cent of the
illiterates are women. Approximately, there are 309 illiterate women for every 100 illiterate men.
Picture 1 Rates of Illiterate Women by Regions
%11.9
%21,5
%34,1
%15,0
%15,8
%18,0
%39,8
Source: 2000 Population Census Data
When the map presented above is mentioned the difference between East and West in terms of literacy rates is seen
easily. The regions with the highest literacy rates among women population are Marmara, Central Anatolia and the
Aegean Regions respectively. The lowest rates are in Southeast Anatolia and the Eastern Anatolia Regions. Particularly
the rates of illiterates in Eastern Anatolia (33.9 per cent) and South-Eastern Anatolia (39.8 per cent) are striking. It can
be said that the interregional development level and depending on this, the socio-economic situation are leading
elements which affect the education level.
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WOMEN AND EDUCATION
Table 4 Rate of illiterates to city-village population11(%)
Rate among the total village population
Rate among the total city population
Women
27.4
15
Men
9.4
4.4
Source: TÜİK 2000 population census data
There are important differences between village population and city population in terms of literacy. The rate of
illiterate women in village population is 27.4 per cent, while it decreases to 15 per cent in city population. The rate
of illiterate men in village population is 9.4 per cent, while it is 4.4 per cent in city population. The median number
of years of schooling among rural men is 4.5 years as compared to 4 years for women. The median number of years
of schooling among urban men is 5.4 and among women it is 4.5 years (Institute of Population Studies, 2003 TNSA
data).
Pre-primary Education
According to the National Education Basic Act, pre-primary education includes the education of children who have
not reached the age of compulsory primary education, and this education is on an optional basis. There are 2.5
million children at the age group 4-6 years and around 25 per cent (701,762) of them attend a kind of pre-primary
education.12 In the Academic Year 2007/08 47.8 per cent of the children in pre-primary education is girls.13
Although the percentage of children (age group 48-72 months) attending pre-primary education, doubled in recent
years, the rate is still low, particularly when comparing to the European Union countries in which the overall rate is
over 80 per cent. In middle income countries, the percentage is about 38 per cent. Relatively low level of pre-primary
education in Turkey is confirmed in its 2005 EU Progress Report as well as in the Ninth Development Plan.
Pre-primary education is not compulsory and not free of costs. Not all parents are able to pay the fees that are
required to meet the expenditures of children’s nutrition, clothes, and education material needs.14
Primary Education
Primary education, which has been accepted as the basic education since 1997, is the education and training of
children in the age group 6-14 years. It is compulsory for girls and boys and is free of charge at state schools as stated
in the National Education Basic Law. It is composed of a first stage (5 years) and a second stage (3 years).
Articles 55, 56 and 57 of the Primary Education Law contain regulations concerning school attendance. Article 55
states that “Parents or guardians or heads of the family who do not send students to school, who do not abide by
the time permission granted, who make transfer late, who disappear without a trace by going beyond the proximity
of school, or who do not inform the school administration on time without an excuse about the non-attendance
of the child, are to be reported to the office of the muhtar in villages and to the district authority in other places
immediately. Muhtars and district officers ensure communication of this situation to the parent or guardian or head
11
12
13
Population data of province and district is given in the city and the population data of other settlements is given in village.
MEB, 2007/08 National Education Statistics, Formal Education.
The number of schools, students, teachers, classrooms and master trainers by level of education in pre-primary education institutions in the Academic Year of 2007/08
is given in Annex 5.
14 Türk Millî Eğitim Sisteminde Kademeler Arası Geçişler, Yönlendirme ve Sınav Sistemi, p. 6.
13
WOMEN AND EDUCATION
of the family within a maximum of three days.” In the notification it is stated that unless there are valid reasons to be
accepted by the school, an administrative fine will be imposed in case the child is not sent to school.
An administrative fine of ten million lira (TRY 10) will be imposed on the parent or guardian or the head of the family
who do not send their children to school despite the notification of the office of the muhtar or the district officer for
each day that the school administration finds out that the child has not attended school. Furthermore, it is stipulated
that an additional administrative fine of three hundred lira (TRY 300) will be imposed on the parent or guardian or
head of the family who do not send their children to school or who do not inform the school administration about
reasons for not doing so despite the relevant fine.
The above mentioned fines have been amended through enactment of the bill prepared in the Plenary Session of
the Turkish Grand General Assembly with the aim of harmonisation with basic criminal codes and debated as “Basic
Code”. With this law an administrative fine of TRY 15 will be imposed for each day that the child does not attend
school, a fine of TRY 500 will be imposed on those who do not send their children to school or who do not inform
the school administration about reasons for not doing so despite the fine and an administrative fine of TRY 400-1000
will be imposed on those who do not comply with the rules.
Primary education is provided in public schools and in private schools. Public primary education institutions give
services such as boarding schools or day schools. They are also open to students who are above the compulsory
education age.15
In Article 238 of the Ninth Development Plan it is stated that “important enhancements have been accomplished
in the population’s access to education. With the extension of compulsory education to eight years, a significant
increase in the number of students has been achieved and the rate of students passing from primary education to
secondary education has increased. However, regarding the schooling rates, a 100 per cent schooling rate has not
been achieved in primary education.”
Graphic 3 Gross Schooling Rates in Primary Education16 1997-2008 (%)
Source: MEB, 2007/08 National Education Statistics, Formal Education
15 Türk Millî Eğitim Sisteminde Kademeler Arası Geçişler, Yönlendirme ve Sınav Sistemi, 2006, p. 6.
16 Gross Schooling Rate in Primary Education: The rate of the total number of children who are enrolled to primary education to the total number of children who are at
the age of compulsory education according to legal regulations.
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WOMEN AND EDUCATION
An important increase has been achieved in attendance of primary education since the acceptance of 8 years of
compulsory uninterrupted basic education. The overall gross schooling rate in primary education, which was 89.51
per cent in 1997, increased to 104.54 per cent in 2007. For girls this rate was 82.43 per cent in 1997 and 102.57
per cent in 2007.17 Around a 10 per cent increase has been observed in the Academic Year 2007/08 through the
calculation of schooling rates. Before the rate was calculated based on Population Projections, nowadays the Address
Based Population Registration System is being used.
Graphic 4 Net Schooling Rates in Primary Education18 1997-2008 (%)
The overall net schooling rate in primary education was 84.74 per cent in 1997 and increased to 97.37 per cent in
2007. For girls this rate was 78.97 per cent in 1997 and 96.14 per cent in 2007. For boys the rate was 90.25 per cent
in 1997 and 98.53 per cent in 2007.
Graphic 5 Net Schooling Rates in Primary Education Stage in Academic Year 2007/08
17
18
The percentage is above 100% since children above the age of 14 years can attend primary education though they are not in the compulsory age group.
Net Schooling Rate in Primary Education: The rate of the total number of children who are at the age of compulsory education according to legal regulations and
enrolled to primary education to the total number of children who are at the age of compulsory education according to legal regulations.
15
WOMEN AND EDUCATION
In the Academic Year 2007/08 a total of 10,870,570 primary education children attend primary education in 34,093
education institutions. 5,193,698 (47.7 per cent) are girls.19
Net schooling rates in primary education vary by region. According to the Demographic and Health Survey of 2003,
the overall net schooling rate in primary education in urban areas is 90.3 per cent while this rate decreases to 85.9 per
cent in rural areas. The highest schooling rate is achieved in the Aegean Region with 93.8 per cent; and the lowest
schooling rate is in the Middle Eastern Anatolia region with 77.6 per cent.20
For girls, the net schooling rate in urban areas is 89.2 per cent. This rate decreases to 82.8 per cent in rural areas. Similar
as for the overall rates the region with the highest net schooling rate of girls is the Aegean Region (95.6 per cent) and
the region with the lowest is South eastern Anatolia (70.9 per cent).
Secondary Education
Secondary education is not compulsory and is comprised of a minimum of 4 years. It includes all general, vocational
and technical education schools/institutions.
Graphic 6 Gross Schooling Rate in Secondary Education21 1997-2008 (%)
As it is emphasized also in the Ninth Development Plan attendance to secondary education has increased since the
compulsory primary education was extended to eight years in 1997. However, discrepancies exist. The overall gross
schooling rate in secondary education was 52.79 per cent in 1997 and increased to 87.55 per cent in 2007. For girls
this was 44.97 per cent in 1997 and 80.70 per cent in 2007. For boys it was 60.20 per cent in 1997 and 94.04 per cent
in 2007. The overall schooling rate in secondary education in EU countries is over 90 per cent.
19 The number of schools, students, teachers, classrooms and master trainers by level of education in primary education institutions in the Academic Year of 2007/08 is
given in Annex 6.
20 A detailed table on Schooling Rates by Regions is given in Annex 7.
21 Gross Schooling Rate in Secondary Education: The rate of the total number of children who are enrolled to secondary education to the total number of children who are
at the age of secondary education according to legal regulations.
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WOMEN AND EDUCATION
Graphic 7 Net Schooling Rates in Secondary Education22 1997-2008 (%)
The overall net schooling rate in secondary education was 37.87 per cent in 1997 and increased to 58.56 per cent in
2007. For girls this rate was 34.16 per cent in 1997 and 55.81 per cent in 2007. For boys it was 41.39 per cent in 1997
and 61.17 per cent in 2007.
In the Academic Year 2007/08 there are 3,245,322 students in secondary education. 44.8 per cent of them are female
students. 47.2 per cent of the students in general secondary education, 41.1 per cent of the students in vocational
and technical secondary education, and 47 per cent of students in open high schools are female.23
22 Net Schooling Rate in Secondary Education: The rate of total number of children who are at the age of secondary education according to legal regulations and enrolled
to secondary education to the total number of children who are at the age of secondary education according to legal regulations.
23 Number of schools, students, teachers, classrooms and master trainers by level of education in secondary education institutions in the Academic Year of 2007/08 is
given in Annex 8.
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WOMEN AND EDUCATION
Table 5 Distribution of Students by High schools (2007)
Types of High Schools
Total Number of Students including New
Enrolments
Number of Teachers
Boys
Girls
Total
Men
Women
Total
Anatolia Fine Arts High School
3,012
5,250
8,262
819
700
1,519
%
36.46
63.54
100
53.92
46.08
100
Science High School
11,946
6,375
18,321
1,254
389
1,643
%
65.20
34.80
100
76.32
23.68
100
Anatolia High School
180,512
173,633
354,145
14,576
11,072
25,648
%
50.97
49.03
100
56.83
43.17
100
General High School
623,658
580,505
1,204,163
34,543
24,378
58,921
%
51.79
48.21
100
58.63
41.37
100
Sport High School
1,142
416
1,558
93
38
131
%
73.30
26.70
100
70.99
29.01
100
Social Sciences High School
1,052
734
1,786
105
41
146
%
58.90
41.10
100
71.92
28.08
100
Total
821,322
766,913
1,588,235
51,390
36,618
88,088
%
51.71
48.29
100
58.39
41.61
100
Source: The table has been compiled from data of Statistics of MEB General Directorate of Secondary Education
High schools providing general secondary education with the highest attendance of women are Fine Arts High
Schools (63.54 per cent) and Anatolia High Schools (49.03 per cent). High schools with the lowest attendance of
women are Sports High Schools (26.70 per cent) and Science High Schools (34.80 per cent). In the General High
Schools which cover an important part of secondary education, 48.21 per cent of the students are female.
18
WOMEN AND EDUCATION
Table 6 General Numbers of Students of Vocational and Technical Education Schools/Institutions by Years
ACADEMIC YEAR
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
2007-08
GENERAL DIRECTORATE
BOYS
GIRLS
TOTAL
General Directorate of Girls’ Technical Education
28,515
104,405
132,920
General Directorate of Boys’ Technical Education
294,877
36,428
331,305
General Directorate of Trade and Tourism Education
134,717
105,649
240,366
34,491
123,528
158,019
342,537
46,337
388,874
146,685
106,763
253,448
38,668
132,550
171,218
387,472
51,737
439,209
152,087
107,263
259,350
43,006
151,593
194,599
413,051
55,776
468,827
165,618
114,004
279,622
General Directorate of Girls’ Technical Education.
44,806
177,981
222,787
436,757
60,678
497,435
169,594
118,883
288,477
36,033
188,937
224,970
431,836
67,147
498,983
154,940
118,779
273,719
Source: ILSIS (Management of Information System of Directorates of National Education) data by MEB
Girls constitute 41.1 per cent of those who go to vocational and technical high schools which train workers for
the labour market. The employment among graduates of vocational and technical high schools is higher and the
unemployment rate is lower as compared to other high schools. From this point, it may be said that lower participation
of women to the vocational-technical education poses an obstacle for women to gain an income.
19
WOMEN AND EDUCATION
Graphic 8 The rate of Female/Male Students in Vocational and Technical Education Schools/Institutions
(2007-2008)
Source: MEB, 2007/08 National Education Statistics, Formal Education.
The Ninth Development Plan emphasises that despite the progress experienced in vocational and technical education,
the education system is inadequate to meet the demands of the labour market. A remarkable decrease could not be
experienced in the unemployment rates of young and educated persons. Therefore, new mechanisms are needed
to meet the demands of labour market and economy and to increase employability of the young in general and of
young women in particular.
Higher Education
For women who complete basic and secondary education, access to higher education is comparatively less
problematic. There are 6.5 million persons in the age group 18-22 years. 2.45 million persons of them continue their
education into higher education. Rate of participation in the higher education is still below the EU average as stated
in the Ninth Development Plan.
Recently, there has been a significant increase in the demand for higher education. 15 new state universities were
therefore established in 2006.
20
WOMEN AND EDUCATION
Graphic 9 Gross Schooling Rate in Higher Education24 1997-2007 (%)
The overall gross schooling rate in higher education was 19.52 per cent in 1997 and increased to 36.59 per cent in
2007. For women this rate was 15.95 per cent in 1997 and 31.89 per cent in 2007. For men this rate which was 22.92
per cent in 1997, increased to 41.07 per cent in 2007. According to these data, the gross schooling rate in higher
education increased by 87 per cent from 1997 to today. For women it increased by 100 per cent.
Graphic 10 Net Schooling Rate in Higher Education25
24 Gross Schooling Rate in Higher Education: The rate of the total number of students who are enrolled to higher education to the total number of students who are at the
age of higher education according to legal regulations.
25 Net Schooling Rate in Higher Education: The rate of students who are at the theoretical age of higher education to the total population who are at the theoretical age
of higher education.
21
WOMEN AND EDUCATION
The overall net schooling rate in higher education was 10.25 per cent in 1997 and increased to 20.14 per cent in 2007.
For women this rate was 9.17 per cent in 1997 and 18.66 per cent in 2007 with an increase of 103 per cent.
In the Academic Year 2006/07 there are 2,452,664 enrolled students in higher education. 1,409,125 of these students
were men and 1,044,539 (42.57 per cent) are women.26
In faculties of letters, language and history, dentistry, pharmacy, geography, science, education, fine arts, theology
and architecture the number of women is higher than that of men. The number of men is higher in faculties of
medicine, engineering, agriculture, veterinary science, economics and administrative sciences. 54.8 per cent of those
who study in open education faculties, 58.9 per cent of those who continue for four years of higher education (88
per cent of those who continue to health school of higher education), and 37 per cent of those who continue for
two years of higher education are women. Women constitute 41.3 per cent of those who continue to graduate
education.27
Attendance of women to higher education has a positive impact on to women’s labour force participation. When
the labour force participation rate of women by the level of education is concerned, in 2006 16.2 per cent of illiterate
women, 21.8 per cent of women educated below high school level, 31.4 per cent of female high school and equivalent
vocational high school graduates, and 69.8 per cent of female graduates of higher education were employed. Hence,
women’s labour participation increases significantly when the education level of the women increases.
Non-formal Education
Besides the above described forms of formal education, there are non-formal types of education. Non-formal
education encompasses all education activities aimed at ensuring that people acquire education, knowledge and
skills, and individual and social development in Turkey. The abundance and variety of non-formal education activities
for women is significant. In addition to the non-formal education activities carried out through vocational and
technical education schools/institutions of National the Ministry of Education, many non-governmental organisations
voluntarily provide literacy, skill and vocational courses for women. Municipalities organise similar free courses as do
Multi-purpose Community Centres (ÇATOM) of the GAP Administration and the Community Centres, affiliated to
SHÇEK. The institutions with the most widespread education network are the Public Education Centres. In these
centres vocational technical training, social cultural courses and literacy courses are provided. In addition to the
Public Education Centres, the Ministry’s General Directorate of Girls’ Technical Education also provides non-formal
education services.
Furthermore, vocational courses are organised by the Turkish Labour Institute (İŞ-KUR) with the aim of improving
vocational education, retraining, and life-long learning. The participation of women in these courses depends on the
occupation to which the courses are related.
26
27
22
The table on the number of higher education level students is given in Annex 9.
These figures have been compiled from ÖSYM 2006-2007 Academic Year Statistics Books.
WOMEN AND EDUCATION
Graphic 11 Rate of Those who Completed the Courses opened by Public Education Centres within the
scope of Non-formal Education 2005/2006
Source: MEB, 2005/06 National Education Statistics, Non-formal Education
Out of the courses offered by the Public Education Centres, 54.2 per cent of the participants who completed vocational
courses, 53 per cent of those who completed socio-cultural courses, and 67.5 per cent those who completed
literacy courses, are women. In the academic year of 2007/08, a total of 103,742 students, 20,261 male and 83,481
female, received non formal education offered by schools/institutions of the General Directorate of Girls Technical
Education.28 These figures show the importance of non-formal education particularly for adult women. However,
participation to life-long education is still low despite the progress and improvements made, as it is also emphasised
in the 2005 EU Progress Report.
Hidden Population, Dropping out of School, Physical Conditions of Schools and Student Scholarships
There is no statistic data available on the so-called ‘hidden’ population29, meaning the persons who have not registered
to the family file until they reach the age of 18 and who do not have a citizenship of foreign countries.
Table 7 Reasons of Granting Identity Card (Birth) 2003-0630
Giving Identity Card (Birth)
Total
Girl
Boy
Gender difference
Birth Registrations -2003-
1,449,592
711,971
737,621
25,650
1,600,741
791,637
809,104
17,467
1,524,002
750,693
773,309
22,616
1,458,140
716,755
741,385
24,630
Source: Identity Cards Statistics, General Directorate of Population and Citizenship Affairs, 2006
In the granting of Identity Cards by the General Directorate of Population and Citizenship Affairs a difference in favour
of men is seen. In case this situation is interpreted as the non-registration of girl children, it is clear that significant
28
29
30
Information provided by the General Directorate of Girls’ Technical Education, 2008.
General Directorate of Population and Citizenship Affairs, Acquiring Turkish Citizenship through Laws, http://www.nvi.gov.tr/11,Ana_Sayfa_Vat_Kaz_Kanun,2.html.
Identity Cards Statistics, General Directorate of Population and Citizenship Affairs, http://www.nvi.gov.tr/11,Ana_Nufus_Cuzdani_Ist1.html.
23
WOMEN AND EDUCATION
problems arise in this situation in the sense that unregistered children do not benefit from education and the other
social rights.
In this respect significant progress will be achieved with the implementation of the Provisions on Settlement Address
in the Population Services Law. Article 18 of the Law states: “School directors are duty bound to inform the Directorate
of Population about children who have applied for the school registration but have not been registered to the family
file, and provide the identities and addresses of their father, mother, guardian or caretaker.”
School dropouts is another major concern. As primary education is compulsory, dropping out of school is not
permitted unless there are legally accepted reasons, which are death, not able to continue school due to health
problems, or having exceeded the compulsory education age.31
Within the current system, the source of data about dropping out of school and absenteeism is primary education
schools. Primary education schools are obliged to compile information about the number of students, the number
of students who are newly enrolled, the number of students who leave school due to transfer to another school,
the number of students who have not renewed their enrolment, and the number of students who have not made
new enrolment. However, the existing data are not fully reliable as a result of inadequacy of both legal definition and
statistical infrastructure.
Besides, changes in the number of students of primary education schools by year contain significant information.
Decreases in an upper grade are a significant indicator for the number of students who drop out of school.32
The total number of students attending first grade in the Academic Year 1997/98 was 1,360,720 while the total
number of students graduated of the 8th grade was 1,159,509 in the Academic Year 2004/05. The decline in the
number of students was 14.78 per cent: 12.77 per cent for boys and 17.12 per cent for girls. According to the data
of the Ministry of National Education (MEB Strategy Development Presidency, 2006) the number of students who
were out of education due to health problems or death accounts for a small part of this percentage. Approximately
90 per cent of the students whose enrolment in school was cancelled had exceeded the age for compulsory primary
education.33
Although there is not a reliable database on school dropouts, it can be roughly calculated that the percentage of
dropping out of school as a result of exceeding the age for compulsory education, is nearly 13.50 per cent. This
percentage is higher for girls than for boys. Dropping out of school is concentrated in 5th and 6th grades.
In the Primary Education Law fines are envisaged for parents, guardians or heads of the families who do not send
their children to school. It is important to implement these regulations in order to reach effective and desired results
in terms of increasing the schooling rates and preventing dropouts of girls. In the Ninth Development Plan, existence
of school dropouts especially in the primary education is acknowledged and it is stated that necessary measures,
which primarily target the rural areas and girls, will be taken in order to reduce the school drop out.
31
32
33
24
Türkiye’de İlköğretim Okullarında Okulu Terk ve İzlenmesi ile Önlenmesine Yönelik Politikalar, Yönetici Özeti, İstanbul, 2007, p. 4.
Türkiye’de İlköğretim Okullarında Okulu Terk ve İzlenmesi ile Önlenmesine Yönelik Politikalar, Yönetici Özeti, Istanbul 2007, p. 5.
Idem.
WOMEN AND EDUCATION
Table 8 Number of Students per Classroom 2005/06
2005/06
Primary Education*
43.5
General Secondary Education
37.9
Source: Ninth Development Plan
*It was calculated for urban areas.
In the Academic Year of 2007/08, out of the 445,452 teachers working in primary education 222,046 (49.3 per cent)
are women. Out of the 191,041 teachers working in secondary education 79,083 (41.3 per cent) are women. Recently
the number of female teachers in primary education has increased considerably. However, the number of women
holding management positions, starting from headmasters, is very low. 8.78 per cent of the headmasters and 11 per
cent of the deputy headmasters are women. The low number of female managers who can act as a role-model for
girls, especially in rural areas, is striking.
Concerning the utilisation of scholarships and dormitories by students out of 140,258 scholarship students in primary
and secondary education 64,623 (44.6 per cent) are girls. The General Directorate of Higher Education Credit and
Hostels Institution provides scholarship opportunities, such as Fee Credit-Study Credit, to students who continue
Higher Education.
In the Academic Year 2007/08, 317,862 students benefit from Students’ Hostels, which are affiliated to the Ministry of
National Education. Of these students 103,942 (32 per cent) are girls. In addition, private student hostels accommodate
143,306 secondary and higher education students of whom 49,383 (34.4 per cent) are girls. When hostels affiliated to
the General Directorate of Higher Education Credit and Hostels Institution, the most widespread institution in terms
of providing accommodation services at higher education level, are concerned 201,637 students utilise the existing
222 students’ hostels. 115,554 (57.3 per cent) of these students are girls.
General Reasons of Hindering Equal Opportunities in Education
Despite the importance of girl’s education, there are many reasons hindering equal opportunities in education in
Turkey as in many other developing countries. Despite all the campaigns carried out in recent years, schooling rates
have not yet reached the desired level. This is true for every level of education, starting from primary education. The
main reasons are:
•
Existing gender roles stimulate a traditional culture and form one of the most important hindrances for the
schooling of girl children. Patriarchal family structures and traditional ways of thinking make parents keep their
daughters at home and not send them to school;
•
Girl children are forced into marriage at early ages;
• Families with low income level have difficulties in sending their children to school. Low income families, who
want to educate at least one of their children, prefer boys to be educated, and keep their girls at home so they
can help in the household (helping their mother at home, working in the fields, etc.);
25
WOMEN AND EDUCATION
• As many children work as seasonal workers and help with housework, they are left out of the school system;
• Geographical/regional development disparities affect levels of participation at school. Participation decreases in
those regions that have -on average- a relatively low income level. Educational participation levels are especially
low for the Eastern and South-eastern Regions;
• Problems with the registration of the population. It is difficult (if not impossible) for public institutions to monitor
children, who have not been registered in the population register system;
• The dispersion of settlements in rural areas causes problems in providing adequate education services in regions
with limited transport opportunities. A great number of children have to travel a long distance to get to school.
School attendance decreases even more in winter, when snow blocks the roads34;
• In some schools, the level of infrastructural facilities (like lavatory, canteen, etc.) are inappropriate for the needs
of girl children;
• Currently, one-third of the teachers in primary education are women. However, the majority of these female
teachers work in cities or towns. The lack of female teachers in rural areas, who can function as role models, leads
to lesser incentives for girl children to attend school.35
4. PREVIOUS AND CURRENT POLICIES, PROGRAMMES AND PROJECTS
Policy and Programmes
Turkey has signed the Beijing Declaration and Action Plan, approved at the Fourth World Conference on Women’s
Rights in Beijing, without any reservation. The Beijing Action Plan has determined 12 critical priority areas for the
advancement and promotion of women. One of these critical areas is “Women and Education”.
In the National Action Plan, which was prepared in 1996 by the then so called General Directorate on the Status and
Problems of Women with participation of related parties, on the implementation and monitoring of the results of the
Fourth World Conference on Women’s Rights in Beijing (1995), the following actions were defined:
•
To ensure that women benefit from formal and non-formal education on equal footing with men;
•
To cleanse education materials from sexist components;
•
To reach a 100 per cent literacy rate for women;
•
To provide environmental and political education to women;
•
To eliminate the discrimination against girl children in education and training;
•
To eliminate negative cultural approaches and implementations against girl children.
34
35
26
Eğitimin Toplumsal Cinsiyet Açısından İncelenmesi, Türkiye 2003, http://www.unicef.org/turkey/dn/_ge29.html.
Idem.
WOMEN AND EDUCATION
Turkey has started to mobilise for education to ensure equal participation of girls and boys at schools, as a means to
reach human rights, equality, development and peace goals. Regional boarding schools (YİBO) and primary boarding
schools (PİO) were opened to provide primary education services for children of primary school age living in villages
and sub-villages in rural areas where there are no schools in the direct vicinity, as well as for children from families
with limited financial resources. The number of regional primary boarding schools was further increased to ensure
that girl students continue to attend school, especially for the regions of South eastern Anatolia and Eastern Anatolia,
where traditional cultural practices keep many female students out of school.
Apart from the increase in the number of boarding schools, scholarships are provided for 6th, 7th and 8th grades of
primary education institutions, and for general and vocational technical secondary education institutions. Scholarships
are combined with the Conditional Cash Transfer Programme which is carried out under the Social Risk Mitigation
Project (SRAP). The latter provides education aid without repayment and is provided in every part of Turkey. It aims to
organise a network of social aid to ensure full access to basic education services for all children, including the most
needy section of the population.
To increase the schooling rate of girl children and the transition from education to secondary education, the amount
of financial assistance provided to girl children and students attending secondary education are higher. The money
is directly paid to mothers with the aim of strengthening the status of women within the family and society, and
amounts to TRY 18 per month for a primary schoolboy, TRY 22 per months for a primary school girl, TRY 28 per month
for a secondary schoolboy, and TRY 39 per month for a secondary school girl.
A total of 1,710,045 students have benefited from the Conditional Cash Transfer up to May 2007: 798,273 girls and
911,772 boys. The total amount of funds transferred between 2003 to May 2007 TRY is 642,313,497.
“Application of Bussed Primary Education” is implemented to provide more qualified education-training opportunities
with equal opportunities to girls and boys of primary school age living in unorganised settlements without schools
and/or with a small population, and to students in schools that apply mixed classes.
In cooperation with the private sector and vocational organisations, public institutes and organisations have signed
protocols with the goal of determining the principles and liabilities for collaboration regarding vocational education.
Actions included in the protocols are providing scholarships to students of vocational and technical secondary
education institutions, employing graduated students, who received scholarships, in those workplaces included in
the protocols, and supporting students to hands-on training in businesses.
Development Plans
In the Eight Five Year Development Plan (2001-2005) it was stated that the education level would be increased in
order to improve the social status of women, to enhance their fields of participation, and to ensure that women
have equal opportunities. Female participation in development processes, the labour market and decision making
mechanisms would be increased, projects would be developed for increasing women’s rate of literacy, and written
27
WOMEN AND EDUCATION
and visual means of communication would be used together with formal and non-formal education with the aim of
providing effective participation of women in education and removing gender biases in society.
In the Strategy of the Ninth Five Year Development Plan (2007-2013) and in the Medium Term Plan the following
statements are made with regard to education.
For pre-primary education the need for teachers and physical infrastructure needs will be met, education services
will be diversified, public awareness level will be raised, and parents early childhood trainings will be intensified.
The “Targets and Projections for the Plan Period” chapter targets important increases in the schooling rates for preprimary education. The Medium Term Plan states that pre-primary education will be expanded, since it plays an
important role in the physical, social, mental, and psychological development of individuals.
For primary education, it is stated that “necessary measures, which primarily target the rural areas and girls, will be
taken in order to reduce the [number of ] school dropouts and the rates of transition to secondary education will
be increased.” The Medium Term Plan formulates that “changes in curricula will be made based on innovativeness,
research, group working, original and entrepreneur thinking, and training of trainers and directors will be carried out
within this scope.” It is stated that secondary education will be provided with a flexible structure that will allow for
horizontal and vertical transfers and include an efficient guidance and orientation service.
For vocational and technical education a transformation to a modular and flexible system is foreseen. Vocational
training at higher and secondary education will be transformed into a single structure, integrating the two programmes
and applying training techniques that are of importance for an educated and qualified labour force. Moreover, it is
stated that the vocational education system will train students in skills to work in groups, to take decisions, to solve
problems, and to undertake the responsibilities as required by the labour market.
For higher education financial inputs in higher education institutions will be improved and diversified. Regulations to
raise student’s contributions in financing their higher education will be increased, on the condition that the successful
students without the necessary financial means are provided with scholarships and loans. The entrance system to
higher education will get a structure, which will inform students adequately about the programmes provided, evaluate
their interests and skills through a multi-dimensional process during the course of their secondary education, based
on the success they have had in school, and be more harmonized with the curriculum programmes.
For non-formal education the Ninth Development Plan mentions that a lifelong education strategy will be developed
to increase the employment skills of individuals in line with the requirements of a changing and developing economy
and labour market. In order to develop the skills and abilities of the target groups, the strategy will cover several
mechanisms, such as supporting the increase of formal and non-formal education opportunities and strengthening
the horizontal and vertical relationships between formal and non-formal types of education. Other mechanisms
will be to structure the apprenticeship and public education in line with formal and non-formal education, involve
the private sector and NGOs, develop information systems related to the labour market, provide the education and
labour market with a more flexible structure, and increase employment and labour productivity.
Table 9 shows the targets of the Ninth Development Plan in 2012/13 by education level.
28
WOMEN AND EDUCATION
Table 9 Targets by Education Levels
2005/2006(1)
2012/2013
Schooling Rates (%)
Pre-primary Education (2)
19.9
50.0
Primary Education
95.6
100.0
Secondary Education
85.2
100.0
Total
38.4
48.0
Formal
24.8
33.0
Primary Education (4)
43.5
30.0
General Secondary Education
37.9
30.0
Higher Education (3)
Number of Students per Classroom
Source: TÜİK, MEB, DPT
(1) The 2004-2005 data is used for higher education
(2) Calculated for the age group 4-5.
(3) The universities and other higher education institutions are included, the graduate students are excluded. Calculated for the age
group 17-20.
(4) Calculated for urban areas.
5. The 60th Government Programme ActIon Plan
In the 60th Government Programme Action Plan, released on 10 January 2008, the implementation schedule of
the government’s programme is presented. According to the introduction part of the Plan it aims to increase the
schooling rate to 100 per cent for primary education and to 90 per cent for secondary education.
The following activities have been envisaged under the chapter titled “Strengthening the Social Structure”:
•
The number of school dropouts will be decreased in primary education;
•
Taking the population of the districts into consideration, the existence of at least one girls’ secondary education
hostel and at least one boys’ secondary education hostel will be ensured in each district;
•
Still 3 out of every 5 children, who do not attend primary school, are girls. Therefore, special attention will continue
for the schooling of girls. Initiatives like the campaign “Hey Girls, Let’s Go to School” and the “Conditional Cash
Transfer” will be continued;
•
In Turkey only 86.5 percent of primary school children proceeds to secondary education. Priority will be given to
those provinces in which this percentage is below 70%.
29
WOMEN AND EDUCATION
Projects and Campaigns
Important activities in the area of education of women and girl children have been pioneered by public bodies and
institutions, non-governmental organisations, international organisations, and mass media. Here, only those projects
and activities will be described, which are important in terms of number of people reached, its effects, or because of
its innovative approach.
The “Project of 100 per cent Support to Education”, ongoing since 2003, aimed to improve physical facilities of
schools, buildings, and education materials for every level of education (from pre-primary to higher education) in
order to match European Union-standards regarding the quality of school buildings, classrooms, inside and outside
equipment, through a joint effort by the state, the private sector, and civil society. Tax reduction was increased from
5 per cent to 100 per cent to support the success of the Project.36
It has been targeted to decrease the ratio of girls’ dropouts and to organise education programmes for girl children
and women who dropped out early. Several projects, such as “Support to Basic Education”, and campaigns such as “Hey
girls, let’s go to school!” and “Daddy, send me to school!”, aimed to reduce the number of school dropouts, especially
for girls, and to organise education programmes for girls and women. They were implemented in cooperation with
international organisations, the private sector and non-governmental organisations. In addition to these, “We, mother
and daughter, are at School Campaign” will be implemented between 2008-2013 through the cooperation between
the Ministry of National Education and Halk Bank.
The campaign “Hey girls, let’s go to school” aims at 100 percent education for all children between 6 and 14 years,
especially girl children, who are outside the education system for whatever reason: dropout or absenteeism. It started
in 2003 in 10 provinces, where the schooling rates for primary education were the lowest. The campaign, which was
supposed to finish by 2005, was extended in 2006 to cover the whole of Turkey, because of its success. During the
campaign it became clear that 273,447 girl children were not attending school in Turkey. As a result of the campaign
81 per cent of these girl children were brought into school (222,800). However, efforts are continuing to get the
remaining 50,647 girl children (19 per cent) in the education system as well. It is aimed at reaching the target of “every
child in school”.37
The project “Kardelenler - Contemporary Girls of Contemporary Turkey” was launched by the private sector and civil
society in 2000. For girl children who could not continue their education as a result of economic incapacities, it
aimed to ensure equal opportunities, to have a profession, and to become open minded individuals. In this project
12,300 students were provided with scholarships, 7380 students graduated from high schools, 950 students won
the university entrance exam, and 67 students graduated from university. Because of its success the project was
extended until 2015.
For adults several projects and programmes have been carried out as well. The main one is the project “Training of
Mother, Father and Children”. With this project the training needs of mothers, fathers and children are determined.
The level of awareness of the society is developed and training programmes are organised in line with identified
needs. Families are reached through conferences, panels, courses, home and village visits about subjects such as:
36
37
30
Kadının Statüsü Danışma Kurulu (1-II)’de Alınan Kararlar Doğrultusunda Milli Eğitim Bakanlığı Tarafından Hazırlanan Rapor, p. 21.
http://www.haydikizlarokula.org/uygulama_sonuclari.php.
WOMEN AND EDUCATION
•
The status and importance of women in society;
•
Domestic relations and family planning;
•
Methods for studying productively;
•
Child development and education;
•
Measures for increasing success;
•
Kin marriages;
•
Pregnancy, nutrition, and sibling relations;
•
Honour killings, violence against women and children;
•
Adolescent psychology, development during adolescence.
In the Academic Year 2005/06 325,652 persons (227,320 women and 98,332 men) were trained. In this project a total
of 2,355,369 persons was trained. Family members, who became acquainted with the programmes which are applied
in schools, acquire knowledge on how to develop their vocational capacities.
The “My Family, 0-6 Age Family Child Training Programmes” (operating within the scope of “Family Training
Programmes”) trained 599 trainers and 69,060 families in 73 provinces. With the “0-6 Age Mother-Children Training
Programme” 223,807 mothers with children in the age group 0-6 years were reached in 74 provinces between 1993
and 2007, by implementing the programme with 526 teachers. Through the “Father Support Training Programme” 529
teachers were trained in 32 provinces as well as 6,388 fathers on subjects, like communicating with your children and
supporting their development. With these programmes families awareness is raised on subjects such as importance
of family structure, child development stages, the relationships between mother-father-children, being aware of
the adjustment of children and behaviour disorders, getting children adopt the habit of studying lesson, awareness
raising in being a citizen, and being aware of the danger of drug addiction.
The project “Strengthening the Vocational Education and Training System in Turkey” aimed at improving vocational
and technical education and training in line with socio-cultural needs and life-long learning principles. Collaboration
is created between several social partners such as MEB, TOBB, TİSK, Hak-iş, Türk-İş, TUSİAD, MEKSA Vakfı, and TESK. The
project is implemented in 30 provinces in 145 pilot institutions.
In order to form an instructing and social environment where education systems spread non-traditional images of
women and men, the Ministry of National Education launched a study for the cleansing of education materials of
social gender biases and sexist components. Other studies to cleanse textbooks of pictures, statements and the
other components that include discrimination are on-going.
31
WOMEN AND EDUCATION
Different types of socialising adopted by boys and girls affect the preferences of both genders. Bearing this in
mind, the Ministry of National Education analyses textbooks and education materials on whether they respect
human rights; whether they include any discrimination of gender, race, language, religion, colour, political thought,
philosophical beliefs, sect and so forth, or not; strives to ensure equality in terms of numerical and quantities in
information, photographs and pictures belonging to women and men, girl and boy children to ensure gender equality
and prevent discrimination against women in textbooks and education materials; emphasizes “successful woman”
playing an active role in society instead of showing women in professions and roles seen traditionally appropriate to
women (such as teacher, mother, nurse, housewife, etc.) or in secondary roles; abstains from defining men as strong,
successful, intelligent, active and independent; and also abstains from defining women with characteristics such as
obedient, neat, and emotional. However, there still exist sexist components in education materials.
On the next pages the objectives and strategies for the period 2008-2013 are presented.
32
WOMEN AND EDUCATION
Objectives and Strategies for Action
Objective 1: The schooling rates of girls (registry, attendance and completion) will be increased at all
levels of education in line with the Ninth Development Plan.
STRATEGIES
1.1 Determining the number of girls that do not go to
school at all levels of education; revising legislation to
ensure girls’ enrolment at schools; identifying areas for
cooperation; strengthening the capacity of responsible
institutions
RESPONSIBLE
AGENCIESINSTITUTIONS
COLLABORATING AGENCIESINSTITUTIONS
Ministry of National
Education (MEB),
Ministry of Interior
DPT, Ministry of Finance, YÖK, TÜİK, Local
Authorities, NGOs
1.2 Disseminating incentive policies to increase the
schooling rate of girls
MEB
DPT, KSGM, Relevant Ministries, Presidency
of Religious Affairs, Universities (Women
Research and Implementation Centres and
Faculties of Education), NGOs
1.3 Developing micro policies to increase the schooling
rate of girls in areas where their schooling rates are
low; strengthening the cooperation between District
Governorates, Local Authorities and NGOs which contribute
to policy implementations
MEB, Ministry of
Interior
KSGM, DPT, GAP Administration,
Universities, Local Authorities, Presidency
of Religious Affairs, NGOs, Trade Unions
and Confederations of Workers-Employers
1.4 Expanding the number of dormitories in order to
increase the schooling rate of girls at all levels of education;
strengthening the capacity of these dormitories; improving
scholarship and credit opportunities; providing economic
and social support
MEB, General
Directorate of Higher
Education Credit and
Dormitories Institution
DPT, Ministry of Finance, KSGM, General
Directorate of Social Assistance and
Solidarity, GAP Administration, Universities,
NGOs, Private Sector
1.5 Implementing incentives in order to increase the
number of female educators in rural areas, who will then
constitute role-models for girls
MEB
Ministry of Interior, KSGM, Universities,
Local Authorities, Trade Unions of
Education, NGOs
1.6 Undertaking scientific studies in order to identify
obstacles for girls to benefit from equal opportunities
in education; planning and implementing activities to
overcome gender-based obstacles for girls
1.7 Identifying and monitoring of families that do not send
their children to primary education and of girls that bear a
risk of dropping-out; defining solutions
MEB,
YÖK
KSGM, TÜİK
Ministry of Interior,
MEB
KSGM, GAP Administration
1.8 Raising social consciousness in order to increase the
schooling rates of girls
MEB, Turkish Radio and
Television Corporation
(TRT)
KSGM, Presidency of Religious Affairs,
Ministry of Interior, Social Services and
Child Protection Organisation (SHÇEK),
GAP Administration, Media Organisations,
Trade Unions and Confederations of
Workers-Employers, NGOs
1.9 Improving the efficiency of the e-school database and
Central Population Management System (MERNIS) addressbased registration system to ensure the attendance of girls
and to prevent drop out
MEB,
General Directorate
of Population and
Citizenship Affairs
Relevant Ministries, Presidency of Religious
Affairs, Local Authorities, Universities, NGOs
33
WOMEN AND EDUCATION
Objective 2: The physical and technical capacity will be increased in all stages of education.
STRATEGIES
RESPONSIBLE AGENCIESINSTITUTIONS
COLLABORATING
AGENCIES-INSTITUTIONS
2.1 Increasing the physical capacity (school buildings, boarding
houses, dormitories) and creating a girl friendly environment at all
levels of education in order to ensure the schooling of girls and to
prevent drop out
MEB, DPT, Ministry of Finance,
YÖK, General Directorate of
Higher Education, Credit and
Dormitories Institution
Private Sector, NGOs
2.2 Providing adequate ICT-equipment to educational institutions
in accordance with developments in the sector
DPT, MEB
Ministry of Finance
Objective 3: Women’s literacy rate will be increased among adults.
STRATEGIES
RESPONSIBLE AGENCIESINSTITUTIONS
COLLABORATING
3.1 Strengthening and extending the existing collaboration of MEB,
Local Authorities and NGOs in order to increase women’s literacy
MEB, Local Authorities
KSGM, Universities,
SHÇEK, Presidency of GAP
Administration, NGOs
3.2 Analysing reasons for not reaching goals concerning women’s
literacy until now. Developing and implementing alternative
educational models on the basis of these recommendations
MEB
KSGM, Universities,
SHÇEK, Presidency of GAP
Administration, NGOs
3.3 Enhancing functional literacy of those women who already
completed a literacy training course
MEB
GAP Administration, Local
Authorities, Trade Unions of
Education, NGOs
3.4 Identifying illiterate women and creating a database
MEB, TÜİK, Ministry of Interior
Ministry of Health, Trade
Unions of Education, Local
Authorities
3.5 Determining standards for family guidance and counselling
training
General Directorate of Family
and Social Research
MEB, Ministry of Health,
Presidency of Religious
Affairs, Social Services and
Child Protection Organisation
34
WOMEN AND EDUCATION
Objective 4: Educators, education-programmes and education material will become more gender
sensitive.
STRATEGIES
RESPONSIBLE
AGENCIESINSTITUTIONS
COLLABORATING
4.1 Incorporating gender equality issues into undergraduate and
postgraduate programmes of Faculties of Education
YÖK
KSGM, Women Research
Centres of Universities
4.2 Incorporating Gender Equality Sensitivity Training into in-service
training programmes for educators
MEB
KSGM, Universities, NGOs
4.3 Creating gender sensitivity among educators involved in vocational
training and skills training courses under non-formal education
MEB
KSGM, GAP Administration,
Presidency of Religious Affairs,
Universities, Local Authorities,
NGOs
4.4 Developing and implementing incentives for women in order to
increase the number of women in executive and management positions
in central and provincial organisations of the Ministry of National
Education
MEB
KSGM, Trade Unions of
Education, NGOs
4.5 Revising and adapting accordingly the content of education and
training programmes, teaching methods, textbooks and all other
educational tools and material in order to make them more gender
sensitive
MEB
KSGM, Women Research
Centres of Universities, NGOs
4.6 Incorporating the issue of gender equality into all levels of formal
and non-formal education programmes, providing training on gender
equality through life skills courses in education programmes at all levels
of education
MEB
KSGM, SHÇEK, GAP
Administration, Universities,
NGOs
35
WOMEN AND EDUCATION
REFERENCES
1. ALBAYRAK, BAKICI, Asuman, Kırsal Kesimde Yaşayan İnsanların Mesleki Eğitim İhtiyacı, Yayınlanmamış Yüksek
Lisans Tezi, Gazi Üniversitesi, Ankara, 2004.
2. AYDINER, Ayşe, Avrupa Birliğine Giriş Sürecinde Avrupa Eğitim Politikaları ve Türk Eğitim Sistemine Yansıması,
Yayınlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi, Ankara, 2006.
3. DİLLİ, Celalettin, Zorunlu Eğitim Çağında Bulunan Kız Çocuklarının Okula Gitmeme Nedenleri (Şırnak İli Örneği),
Yayınlanmamış Yüksek Lisans Tezi, Fırat Üniversitesi, Elazığ, 2006.
4. DPT, 8.Beş Yıllık Kalkınma Planı, 2001-2005, http://ekutup.dpt.gov.tr/plan/plan8.pdf.
5. DPT, 9. Kalkınma Planı, 2007-2013, (http://ekutup.dpt.gov.tr/plan/plan9.pdf.).
6. DPT, Bin Yıl Kalkınma Hedefleri Raporu Türkiye, 2005.
7. DPT. 60. Hükümet Programı Eylem Planı, Ocak, 2008, (http://ekutup.dpt.gov.tr/plan/ep2008.pdf.).
8. FAZLIOĞLU, Aygül, DERSAN Nilüfer, Eğitimde Yeni Ufuklar II: “Eğitim Hakkı Ve Okula Gidemeyen Çocuklar”
Sempozyum Tebliği GAP Bölgesinde Yoksul Çocukları Eğitime Kazandırma Yönünde Katılımcı Proje Uygulamaları,
Ankara- Aralık, 2004.
9. Hacettepe Nüfus Etütleri Enstitüsü, “Nüfus ve Sağlık Araştırması-2003”.
10. KA-DER, Kadın Sorunlarına Çözüm Arayışı Kurultayı Raporları, Kadın ve Kız Çocuklarının Eğitimi ve Öğrenimi,
(http://www.adrena.com.tr/kader/raporlar/egitim_raporu.doc).
11. KSSGM, Türkiye’de Kadının Durumu Dördüncü Dünya Kadınlar Konferansı Türkiye Ulusal Raporu, Ankara, 1994.
12. KSSGM, 1996 Ulusal Eylem Planı, Ankara, Ağustos, 1998.
13. KSSGM, Birleşmiş Milletler Kadınlara Karşı Ayrımcılığın Önlenmesi Komitesine (CEDAW) Sunulan 4. ve 5.
Birleştirilmiş Dönemsel Ülke Raporu.
14. KSSGM, Pekin+5 Siyasi Deklarasyonu ve Sonuç Belgesi (Türkçe-İngilizce) Pekin Deklarasyonu ve Eylem Platformu,
Ankara, Eylül, 2001.
15. KSSGM, Kadınlara Karşı Her Türlü Ayrımcılığın Önlenmesi Sözleşmesi ve İhtiyari Protokol, Ankara, Kasım, 2001.
16. Milli Eğitim Temel Kanunu.
36
WOMEN AND EDUCATION
17. MEB Dış İlişkiler Genel Müdürlüğü, Turkish Educational System.
18. MEB, 2005-2006 Öğretim Yılı Ortaöğretim Genel Müdürlüğüne Bağlı Okullarla İlgili (01.10.2005 Tarihli) Bilgiler.
19. MEB Türkiye Eğitim İstatistikleri 2005-2006.
20. MEB, Türk Milli Eğitim Sisteminde Kademeler arası Geçişler, Yönlendirme ve Sınav Sistemi, On Yedinci Milli Eğitim
Şurası Hazırlık Dokümanı, Ön Komisyon Raporlar, Ankara, 2006.
21. MEB Milli Eğitim İstatistikleri 2007-08 Örgün Eğitim, http://sgb.meb.gov.tr/istatistik/meb_istatistikleri_orgun_
egitim_2007_2008.pdf.
22. MEB, Kız Teknik Eğitim Genel Müdürlüğü tarafından verilen bilgi, 2008.
23. MEB, “Kadın Statüsü Danışma Kurulu”nda alınan kararlar doğrultusunda hazırlanan rapor, 2007.
24. ÖSYM, 2006-2007 Öğretim Yılı Yükseköğretim İstatistikleri Kitabı, http://www.osym.gov.tr/dosyagoster.aspx?DIL=
1&BELGEANAH=19176&DOSYAISIM=1_Ogrenci_Say.pdf.
25. ÖSYM, Yükseköğretim İstatistikleri, 2005-2006.
26. TÜİK, Eğitim İstatistikleri.
27. TÜİK, Nüfus İstatistikleri ve Projeksiyonlar.
28. TÜİK, Bölgesel İstatistikler.
29. UNICEF, Eğitimin Toplumsal Cinsiyet Açısından İncelenmesi, Türkiye 2003, http://www.unicef.org/turkey/gr/_
ge21.html.
30. YILDIRIM, Yunus, Türk Eğitim Sisteminin Avrupa Birliği Eğitim Politikalarına Uyumu, Yayınlanmamış Yüksek Lisans
Tezi, Fırat Üniversitesi, Elazığ, 2007.
31. Eğitim Reformu Girişimi “Önerilerimiz” Broşürü, İstanbul, 2007.
32. Eğitimde ve Toplumsal Katılımda Cinsiyet Eşitliğinin Sağlanması Projesi “Eğitimde Eşitlik, Kızlara Öncelik!” Broşürü,
İstanbul, 2007.
33. Eğitimde ve Toplumsal Katılımda Cinsiyet Eşitliğinin Sağlanması Projesi Tanıtım Broşürü, İstanbul, 2007.
34. Eğitimde ve Toplumsal Katılımda Cinsiyet Eşitliğinin Sağlanması Projesi “Türkiye’de İlköğretim Okullarında Okulu
Terk ve İzlenmesi ile Önlenmesine Yönelik Politikalar” Kitapçığı, İstanbul, 2007.
37
WOMEN AND EDUCATION
Annex 1 Turkish Education System System
38
WOMEN AND EDUCATION
Annex 2: Number of Education Institutions, Schools, Students, Teachers and Classroom (2007/08)
!
39
WOMEN AND EDUCATION
Annex 3 Number of Education Institutions, Schools, Students, Teachers and Classroom (1997/08)
1.2 Öğretim yılı ve eğitim (8 yıllık zorunlu eğitim) seviyesine göre okullaşma oranı
Schooling ratio by educational year and level of education (8-year compulsory education)
A. Toplam - Total
Okullaşma
oranı
Öğretim yılı
Educational year
1997/'98
1998/'99
1999/'00
2000/'01
2001/'02
2002/'03
2003/'04
2004/'05
2005/'06
2006/'07
2007/'08
(2)
(2)
(2)
(2)
(2)
(2)
(2)
(2)
(2)
(2)
(3)
Schooling
ratio
B. Erkek - Males
C. Kadın - Females
(1)
Ortaöğretim
Secondary education
İlköğretim
Primary education
(%)
Yükseköğretim
Higher education
A
B
C
A
B
C
A
B
C
Brüt - Gross
89,51
96,26
82,43
52,79
60,20
44,97
19,52
22,92
15,95
Net - Net
84,74
90,25
78,97
37,87
41,39
34,16
10,25
11,28
9,17
Brüt - Gross
94,31
100,72
87,60
57,15
64,89
48,99
21,67
25,47
17,68
Net - Net
89,26
94,48
83,79
38,87
42,34
35,22
10,76
11,81
9,67
Brüt - Gross
97,52
103,31
91,47
58,84
67,10
50,15
21,05
24,55
17,42
Net - Net
93,54
98,41
88,45
40,38
44,05
36,52
11,62
12,68
10,52
100,93
106,32
95,31
60,97
69,67
51,84
22,25
25,55
18,79
Net - Net
95,28
99,58
90,79
43,95
48,49
39,18
12,27
13,12
11,38
Brüt - Gross
99,45
104,19
94,51
67,89
76,94
58,38
23,37
26,59
19,99
Net - Net
92,40
96,20
88,45
48,11
53,01
42,97
12,98
13,75
12,17
Brüt - Gross
96,49
100,89
91,91
80,76
93,36
67,52
27,12
31,00
23,04
Net - Net
90,98
94,49
87,34
50,57
55,72
45,16
14,65
15,73
13,53
Brüt - Gross
96,30
100,31
92,14
80,97
90,80
70,67
28,15
32,23
23,88
Net - Net
90,21
93,41
86,89
53,37
58,08
48,43
15,31
16,62
13,93
Brüt - Gross
95,74
99,48
91,85
80,90
89,53
71,88
30,61
34,79
26,63
Net - Net
89,66
92,58
86,63
54,87
59,05
50,51
16,60
18,03
15,10
Brüt - Gross
95,59
98,83
92,24
85,18
95,07
74,88
34,46
38,78
29,94
Net - Net
89,77
92,29
87,16
56,63
61,13
51,95
18,85
20,22
17,41
Brüt - Gross
96,34
99,21
93,37
86,64
96,24
76,66
36,59
41,07
31,89
Net - Net
90,13
92,25
87,93
56,51
60,71
52,16
20,14
21,56
18,66
Brüt - Gross
Brüt - Gross
Net - Net
104,54
97,37
106,41 102,57
98,53
96,14
87,55
94,04
80,70
-
-
-
58,56
61,17
55,81
-
-
-
(1) C
(1)
18.08.1997 tarih ve 4306 sayılı yasa ile 1997/'98
öğretim yılından itibaren 8 yıllık kesintisiz zorunlu eğitime
geçilmiştir.
ompulsory education was expanded to 8 years with law
No. 4306 dated 18.08.1997 as of 1997/'98 educational year.
(2)
1997 ve sonraki yılların okullaşma oranları 2000 Genel
Nüfus Sayımı sonuçlarına göre yapılan en son nüfus
projeksiyonuna göre hesaplanmıştır.
(2)
(3)
(3)
2007-2008 öğretim yılına ait okullaşma oranları Adrese
Dayalı Nüfus Kayıt Sistemi 2007 Nüfus Sayımı sonuçlarına
göre hesaplanmıştır.
40
Schooling ratios for the year 1997 and onwards were
calculated according to the latest population projection based
on the results of General Population Census 2000.
Schooling ratios for the 2007-2008 educational year were
calculated according to the results of the Address-Based
Population Register System 2007 Populaton Census.
WOMEN AND EDUCATION
Annex 4: Rate of Sex by Level of Education (1997-2008)
Öğretim yılı ve eğitim (8 yıllık zorunlu eğitim) seviyesine göre cinsiyet oranı
Sex ratio by educational year and level of education (8-year compulsory education)
(%)
Cinsiyet oranı - Sex ratio
(1)
İlköğretim
Primary education
(2)
Ortaöğretim
Secondary education
Yükseköğretim
Higher education
1997/'98
85,63
74,70
69,58
1998/'99
86,97
75,50
69,44
1999/'00
88,54
74,74
70,96
2000/'01
89,64
74,41
73,56
2001/'02
90,71
75,87
75,17
2002/'03
91,10
72,32
74,33
2003/'04
91,86
77,83
74,09
2004/'05
92,33
80,29
74,66
2005/'06
93,33
78,76
77,20
2006/'07
94,11
79,65
77,65
2007/'08
96,36
85,81
-
Öğretim yılı
Educational year
(1)
Cinsiyet oranı tanımı için açıklamalar bölümüne
bakınız.
(2)
18.08.1997 tarih ve 4306 sayılı yasa ile 1997/'98 öğretim
yılından itibaren 8 yıllık kesintisiz zorunlu eğitime
(1)
See the explanations for the definition of sex ratio.
(2)
Compulsory education was expanded to 8 years with law No.
4306 dated 18.08.1997 as of 1997/'98 educational year.
geçilmiştir.
41
WOMEN AND EDUCATION
Annex 5 Detailed Table on Pre-school Education (Academic Year of 2007/08).
42
WOMEN AND EDUCATION
Annex 6 Detailed Table on Primary Education (Academic Year of 2007/08)
!
43
WOMEN AND EDUCATION
Annex 7 Schooling Rates at Primary Education by Regions (2003)
İlköğretimde Okullulaşma Oranı
Net Okullulaşma Oranı (%)
Toplam
Brüt Okullulaşma Oranı (%)
Erkek
Kadın
Toplam
Cinsiyet
Oranı (%)
Erkek
Kadın
Kentsel
91.5
89.2
90.3
100.4
94.3
97.3
0.94
Kırsal
88.8
82.8
85.9
100.4
88.0
94.5
0.88
Batı
93.9
93.5
93.7
102.8
98.0
100.3
0.95
Güney
91.7
90.0
90.8
99.3
94.8
97.1
0.95
Orta Anadolu
91.2
90.7
91.0
99.8
96.6
98.1
0.97
Kuzey
93.3
90.4
91.9
101.5
96.6
99.1
0.95
Doğu
84.8
73.0
79.1
98.4
78.5
88.8
0.80
İstanbul
94.6
92.3
93.4
102.3
96.9
99.4
0.95
Batı Marmara
94.7
91.7
93.1
103.7
95.2
99.2
0.92
Ege
92.2
95.6
93.8
102.7
101.6
102.2
0.99
Doğu Marmara
95.1
88.9
92.0
105.3
94.0
99.6
0.89
Batı Anadolu
91.2
91.2
91.2
100.3
94.4
97.2
0.94
Akdeniz
91.7
90.0
90.8
99.3
94.8
97.1
0.95
Orta Anadolu
92.4
94.8
93.6
100.0
100.0
100.0
1.00
Batı Karadeniz
90.6
92.0
91.3
98.5
102.1
100.3
1,04
Doğu Karadeniz
92.0
88.2
90.2
98.2
91.6
95.0
0.93
Kuzeydoğu Anadolu
88.1
78.9
83.6
97.0
86.5
91.9
0.89
Ortadoğu Anadolu
81.6
73.3
77.6
101.4
79.1
90.6
0.78
Güneydoğu Anadolu
85.4
70.9
78.5
97.3
75.7
87.0
0.78
TOPLAM
90.6
87.0
88.8
100.4
92.2
96.3
0.92
Yerleşim Yeri
Bölge
NUTS 1 Bölgeleri
Kaynak: Hacettepe Nüfus Etütleri “Nüfus ve Sağlık Araştırması-2003” verileri
44
WOMEN AND EDUCATION
Annex 8 Detailed Table on Secondary Education (Academic Year of 2007/08)
45
WOMEN AND EDUCATION
Annex 9 Detailed Table on Higher Education (Academic Year of 2006/07)
46
WOMEN AND EDUCATION
LIST OF TABLES
Table 1 Population Data (According to Data base of Address Based Population Registration System)................................ 8
Table 2 Turkey’s Human Development Index (HDI)-2005................................................................................................................................... 9
Table 3 Gender-related Development Index (GDI) compared to Human Development Index (HDI).................................... 9
Table 4 Rate of Illiterates to City-Village Population(%)..................................................................................................................................... 13
Table 5 Distribution of Students by High schools (2007)................................................................................................................................. 18
Table 6 General Numbers of Students of Vocational and Technical Education Schools/Institutions by Years............... 19
Table 7 Reasons of Granting Identity Card (Birth) 2003-06............................................................................................................................. 23
Table 8 Number of Students per Classroom 2005/06........................................................................................................................................ 25
Table 9 Targets by Education Levels.............................................................................................................................................................................. 29
LIST OF GRAPHICS
Graphic 1 Adult Literacy Rates (1997-2006).............................................................................................................................................................. 11
Graphic 2 Literacy Rates of 15 to 24-Year Age Group (1997-2006)............................................................................................................. 11
Graphic 3 Gross Schooling Rates in Primary Education 1997-2008 (%)................................................................................................. 14
Graphic 4 Net Schooling Rates in Primary Education 1997-2008 (%)....................................................................................................... 15
Graphic 5 Net Schooling Rates in Primary Education Stage in Academic Year 2007/08.............................................................. 15
Graphic 6 Gross Schooling Rate in Secondary Education 1997-2008 (%).............................................................................................. 16
Graphic 7 Net Schooling Rates in Secondary Education1997-2008 (%).................................................................................................. 17
Graphic 8 The Rate of Female/Male Students in Vocational and Technical Education Schools/Institutions
(2007-2008)................................................................................................................................................................................................................................... 20
Graphic 9 Gross Schooling Rate in Higher Education 1997-2007 (%)...................................................................................................... 21
Graphic 10 Net Schooling Rate in Higher Education.......................................................................................................................................... 21
Graphic 11 Rate of Those who Completed the Courses opened by Public Education Centres within the
scope of Non-formal Education 2005/2006............................................................................................................................................................. 23
47

WOMEN and EDUCATION - Kadının Statüsü Genel Müdürlüğü

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