NON-FORMAL EDUCATION IN TURKEY
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Introduction
 Education is in relation with so many social, political,
cultural, economic and technologic fields continuing
whole life long and is so a complex phenomenon as
not to be explained in a single definition.
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 When education is to be categorized in terms of its
encapsulating area, there are three generally accepted
categories as formal, informal and non-formal. These
three concepts are defined in UNESCO’s Dictionary of
Terms in Adult Training as the following:
Introduction
 Formal Education is the type of formally planned and
sequentially organised education in which students are
required to enrol and be admitted, tasks both on
teachers and students are openly described and
teachers direct students with the aim of educating
them
 ‘Non - Formal Education includes education
programmes which do not require students to be
enrolled and admitted.’
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Introduction
 Informal Education is a process of redounding people
lifelong manners, values, skills and knowledge via daily
life, educational activities, environmental resources,
family, neighbours, work, plays, markets, books and
mass media.
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Introduction
 Although education is divided into three categories in
terms of its encapsulating area, educational systems
are gathered under two headings as formal and nonformal education;. Education in Turkey is shaped
accordingly.
 Formal education is the one regularly done with
specially prepared programmes for individuals in the
same age group and level in a physically present
school. Formal education includes preschool primary
school, secondary school, high school and university
education.
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Introduction
 Non-formal education comprises of education,
teaching, training, guidance and practising activities
organised within or out of formal education for
individuals who either finished their formal education
or still at a part of it.
 In non-formal education, voluntary attendance of
individuals who want to make up for their deficiencies
either in vocational or general points is principal.
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OVERALL STRUCTURE OF TURKISH
NATIONAL EDUCATION SYSTEM
OVERALL STRUCTURE OF TURKISH NATIONAL EDUCATION SYSTEM
 The National Education System, determined by
National Education Basic Act No. 1739, consists of two
main parts, namely "formal education" and "nonformal education".
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OVERALL STRUCTURE OF TURKISH NATIONAL EDUCATION SYSTEM
 FORMAL EDUCATION
 Formal education is the regular education conducted within a school for
individuals in a certain age group and at the same level, under programs
developed in accordance with the purpose.
 Formal education includes pre-primary, primary school, lower secondary
school, upper secondary and higher education institutions.
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FORMAL EDUCATION
 PRE-PRIMARY EDUCATION
 Pre-primary education; involves the education of children in
the age group of 3 to 5 who have not reached the age of
compulsory primary education, on an optional basis. Preprimary education institutions may be established as
independent kindergartens or, where considered necessary,
as nursery classes within a primary education school or as
practice classes affiliated to other related education
institutions.
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 The objective of pre-primary education is to ensure that
children develop physically, mentally and emotionally and
acquire good habits that they are prepared for primary
education, that a common environment of upbringing is
provided for children who come from a disadvantaged
background and that they speak Turkish properly and
correctly.
FORMAL EDUCATION
 PRIMARY EDUCATION INSTITUTIONS
 The compulsory primary school age involves in the age group
of 6 to 13. The enrollment of this age group starts at the end
month of September when child completed the age of 5, and
finishes at the end of the educational year when child
completed 13 and begins the age of 14.
 The objective of primary education is to ensure that every
Turkish child acquires the necessary knowledge, skills,
behavior and habits to become a good citizen and is raised
in accordance with the concept of national morals and that
he/she is prepared for life and for the next level of education
in accordance with his/her interests, talents and capabilities.
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FORMAL EDUCATION
 PRIMARY EDUCATION INSTITUTIONS
 Primary education institutions are consist of the four-year
and compulsory lower secondary schools four year and
compulsory lower secondary schools which give opportunity
to allow between different programmes, and lower secondary
schools for imams and preachers.

 The preferable lessons in type of supporting students' upper
secondary education are consist of by students' ability,
improvement and prefers in lower secondary schools and
lower secondary schools for imams and preachers.
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FORMAL EDUCATION
 UPPER SECONDARY EDUCATION
 Upper secondary education includes all the teaching
institutions, general vocational and technical education
institutions with at least four year compulsory formal or nonformal education, based on primary and lower secondary
education.
 The aims and duties of secondary education, in accordance
with the general purposes and basic principles of National
Education, are as follows;
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FORMAL EDUCATION
 UPPER SECONDARY EDUCATION
 1. Enabling all students to have the awareness and power to
get to know the problems provided that giving culture on
minimum common general level look for ways of solution and
aqquire the conscious of contributing to country's
economical, social and cultural development and power.
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 2.
Preparing students for higher education or for life and
job fields in accordance with their interests, aptitude and
abilities with various programs and schools. While these
missions are accomplished, a balance is set between
students' expectations and abilities and the needs of the
society.
FORMAL EDUCATION
 General Secondary Education
 It is a four-year compulsory educational process that
prepares students both for higher education and for the
future according to their interests, expectations and abilities
in addition to equipping them with world knowledge with an
education based on primary education.
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FORMAL EDUCATION
 Vocational and Technical Secondary Education
 It is a four-year compulsory educational process that
prepares students both for higher education and for the
future as well as for an occupation and job fields according
to their interests, expectations and abilities in addition to
equipping them with world knowledge with an education
based on primary education.
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FORMAL EDUCATION
 Open Upper Secondary High School
 It offers education to students who are not able to attend
formal educational institutions providing face-to-face
education, who have completed the formal education stage
in terms of age, and who want to follow an open upper
secondary high school while attending upper secondary high
school. Education is provided with a pass or fail and a credit
system. There are not any classes and teachers as the
system does not require them.
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FORMAL EDUCATION
 HIGHER EDUCATION
 Higher education includes all the educational institutions
which are based on secondary education, and which provide
at least two years of higher education.
 The aims and duties of secondary education, in accordance
with the general purposes and basic principles of National
Education, are as follows;
 1.
Train students according to our country's science
policies and the need for labor in higher and various levels of
the society in accordance with their
interests, aptitude and abilities,
 2.
Providing scientific training at various levels,
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FORMAL EDUCATION
 HIGHER EDUCATION
 3.
Doing research exploring sciences in further detail in
order to finding solutions to scientific, technical and cultural
problems especially to ones related to our
country,
 4.
Providing the society with the results on research focusing
on our country's problems regarding its progress and
development with the coordination of the
government and institutions and giving opinion on the research
the government asks for,
 5.
Publishing everything that shows the results of research
and that enables science and technology to develop,
 6.
Providing educational services such as spreading
scientific data that can improve the level of Turkish society and
that can enlighten the public in written
or oral form.
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FORMAL EDUCATION
 HIGHER EDUCATION
 Higher education institutions are;
 Universities,
 Faculties,
 Institutes,
 Colleges
 Conservatories
 Vocational Colleges
 Center for Practice and Research
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NON-FORMAL EDUCATION
 In accordance with the general objectives and basic
principles of national education, the objectives of non-formal
education, which covers citizens who have never entered the
formal education system or are at any level of it or have left
at that level, and which may accompany formal education or
be independent of it are;
 To teach citizens to read and write and to provide them with
the possibility of continuous education so that they may
complete their deficient education,
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NON-FORMAL EDUCATION
 To provide them with the opportunity of education that shall
help them in adjusting to scientific, technological, economic,
social and cultural developments,
 To provide an education that serves to protect, develop,
promote and assimilate the values of our national culture,
 To ensure that an understanding and habits for living
together, solidarity, mutual assistance, working together and
getting organized are acquired and assimilated,
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NON-FORMAL EDUCATION
 To provide opportunities for citizens in nonformal education
to gain a profession in accordance with the employment
policies and in line with the development of the economy,
 To promote a healthy way of life and healthy nutritional
habits,
 To provide people engaged in various professions with the
necessary information and skills for further development,
 To establish the habit of spending and using spare time
productively.
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WHAT IS
NON-FORMAL EDUCATION?
WHAT IS NON-FORMAL EDUCATION
 Throughout history, educational activities other than formal education have
always been named differently.
 Non-formal education, public education, adults’ education, non-formal
education and life-long education have been terms sometimes used for the
same or different meanings (Arslan,1991).
 Today, non-formal education is planned and practised according to the
results expected by education philosophy and understanding accepted by all
countries.
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 Non-formal education is the whole of educational activities given within the
framework of certain programmes according to the needs, expectations and
service notions of the society in order to make individuals dynamic from
different aspects.
WHAT IS NON-FORMAL EDUCATION
 The need for education of individuals for increasing their economic
fertility and their adapting to the changing economic and social roles
is as old as history of humanity.
 In almost all countries, practises of non-formal education have a very
old past.
 Non-formal education bears a life-long learning process in
accordance with the needs of individuals in a society rather than a
certain educational approach organised for a particular rank of
society (Simpson, 1974).
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WHAT IS NON-FORMAL EDUCATION
 EU Commission’s resolution related with life-long learning ‘Making a
European area of lifelong learning a reality’ was legislated November, 2001.
 This resolution, focusing on a learning process which includes a lifelong
learning encapsulating a period from childhood to the one after retirement
requires a lifelong learning including all formal and informal educational
practises.
 In this resolution, lifelong learning is described as the activity of learning
taken over with the aim of improving personal skills, knowledge and abilities
with a perspective of personality, society, citizenship and employment
(Schild, 2002).
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WHAT IS NON-FORMAL EDUCATION
 In the dictionary of European Dictionary of Terms in Adult Training
define non-formal education as organised educational activities which
people voluntarily attend with particular aims such as improving
personal development, improving social relations, increasing levels of
consciousness and knowledge, testing their own perceptions and
ideas against others and improving qualitative level and ability to
express oneself (EAEA, 1999).
 Non-formal education has always been differently interpreted and
defined by various laws, various national and international
institutions, development programs and domain experts; accordingly
it was named after different terms while being defined. The most
common of these are public education, adult training, education out
of school, permanent education, vocational training and lifelong
education (Kurt, İ., 2000).
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WHAT IS NON-FORMAL EDUCATION
 The beginning point of non-formal education is constituted by the needs and
expectations of the society.
 Thus, the target mass of informal education out of school is people who are
different in sex, age, education level, eagerness to learn and many more
things.
 Non-formal education bears importance in terms of helping people make up
for their deficiencies during formal education period and develop adapting
hardships caused by constant changes and renewals.
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 Besides people who could not attend formal education for some reasons
can also make up for their deficiencies in manners, skills and knowledge by
joining informal education practises.
WHAT IS NON-FORMAL EDUCATION
 When we take a look at non-formal education practises, these are
fulfilled by some governmental or non-governmental organizations in
or outside the formal education.
 Ministry of Education provides literacy courses, various social and
cultural activities and vocational courses appealing to adults for
citizens via community colleges. T
 hey are also provided via maturing institutions of Ministry of
Education, practical art schools for girls, private education institutions
under the control and observation of the ministry and various
educational institutions such as private colleges and courses.
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INSTITUTIONS & ORGANISATIONS
PROVIDING NON-FORMAL
EDUCATION IN TURKEY
 The target mass and practising area of non-formal education is very large
and this renders organising all these activities under a single ministry or
institution impossible.
 In Turkey a considerable amount of governmental or private organizations
serve education.
 After 1980, big institutions and organizations changed their structure and
began to found educational units inside themselves.
 The coordination and cooperation among these units is fulfilled via Ministry
of National Education (Fundamental National Education Law, 1739, Article
42).
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 In this respect, the task of controlling and inspecting these institutions and
organizations belongs to the Ministry and they are responsible to the
Ministry (Fundamental National Education Law, 1739, Article 17-56).
 In addition to Ministry of National Education, other ministries, local
administrations, autonomous and academic institutions, independent
governmental institutions, governmental financial institutions and
organisations and vocational education practises apply different educational
programmes and activities.
 It is observed that informal education services are mostly provided by the
Ministry of National Education and municipalities take the control of these
practises.
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MINISTRY OF NATIONAL
EDUCATION
MINISTRY OF NATIONAL EDUCATION
 The biggest institution providing informal education in Turkey is the Ministry
of National Education. Informal education is practised by the institutions
subject to the General Directorate of Lifelong Learning within the body of the
Ministry.
 The main tasks of the General Directorate of Lifelong Learning within the
structure of the General Organisation of Ministry of National Education are;
 Creating policies with the aim of spreading education and learning process
out of formal education as to prolong them one’s whole life, practising,
observing and evaluating them.
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 Carrying out distant training services together with non-formal education
and teaching process.
MINISTRY OF NATIONAL EDUCATION
 The biggest institution providing informal education in Turkey is the Ministry
of National Education. Informal education is practised by the institutions
subject to the General Directorate of Lifelong Learning within the body of the
Ministry.
 The main tasks of the General Directorate of Lifelong Learning within the
structure of the General Organisation of Ministry of National Education are;
 Creating policies with the aim of spreading education and learning process
out of formal education as to prolong them one’s whole life, practising,
observing and evaluating them.
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 Carrying out distant training services together with non-formal education
and teaching process.
MINISTRY OF NATIONAL EDUCATION
 Providing people who have never been enrolled in formal education, had to
leave school at a certain point and already graduated with educational
courses in vocational and technical branches.
 Preparing educational programmes, course books and course equipment of
non-formal education and teaching or having them prepared and presenting
to the Board of Education and Discipline.
 Carrying out services related to the private institutions servicing non-formal
education.
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 This General Directorate carries out its tasks via community schools,
institutions for vocational course, Institute of Informal Education, Institutes
of Technical Training and Maturing Schools for girls, Practical Art Schools for
girls and Schools of Distance Education.
MINISTRY OF NATIONAL EDUCATION
 Community Colleges (CC): practises of informal education other than the
institutions for formal education are mostly realised in Community Colleges
(CCs) throughout the country.
 In these colleges, vocational courses, literacy courses, socio-cultural
courses and practises appealing to people at any age and education level
are organised.
 According to the Article 26 in the Code of Ministry of Education Informal
Education Institutions, CCs can organise courses by collaborating with a
partner from the private sector.
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 Besides within the scope of Code of Governmental Institutions and Courses,
governmental institutions, municipalities, charities and professional
organisations can organise courses under the inspection of the Ministry. In
Turkey, there are 969 CCs in total currently.
MINISTRY OF NATIONAL EDUCATION
 Vocational Education Colleges (VEC): these are institutions where short-term
vocational courses are organised for citizens who finished primary school,
but did not or could not go on his education under three headings like
apprenticeship, semi-skilled and master.
 In these institutions it is intended to organise courses in the scope of
theoretical and practical education which prepares individuals for a job,
helps them improve their profession and rear people who are demanded for
skilled labour with certificates.
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 The practical part of the provided education is practised in workplaces and
businesses which are members of professional organisations founded
according to the Code 3308 Vocational Education, Vocational and Technical
Education Law and Union of Chambers and Exchange Commodities Law
5174. Currently, there are 333 vocational education colleges (VECs).
MINISTRY OF NATIONAL EDUCATION
 Institute of Non-formal Education: this is an institution which conducts
scientific searches working in coordination with private, governmental and
volunteering organisations serving in informal education field.
 The institution which makes plans and programmes about informal
education has also publishes and broadcasts in informal education area.
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MINISTRY OF NATIONAL EDUCATION
 Institutes of Technical Training and Maturing Schools for Girls: This is an
institution where at least primary school graduates are allowed, technical
programmes are opened and the duration of education is two years.
 This institution has such a structure that the students are allowed to improve
and obtain vocational skills and knowledge in addition to programmes which
search, improve, evaluate and enliven regional Turkish clothing and
handicrafts and equal to vocational and technical secondary schools and it
works on circulating capital.
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 High school graduates who take a certificate of vocational and technical
programmes of these institutions can work in related businesses or
workplaces when they get a ‘vocational high school diploma’ and they can
also open their own workplaces or businesses as they get a ‘business
licence’ in the jobs which bear the responsibility and authority given by
certificate of proficiency.
 People who behold these qualities are also called ‘technician’. In turkey,
currently there are 15 maturing institutes.
MINISTRY OF NATIONAL EDUCATION
 Practical Schools for Girls: These schools serve informal and technical
education organised in different modules and levels with various durations
appealing to girls or women who have graduated at least from a primary
school or have once been enrolled but had to leave at a certain grade.
 High school graduates who take a certificate of vocational and technical
programmes of these institutions can work in related businesses or
workplaces when they get a ‘vocational high school diploma’ and they can
also open their own workplaces or businesses as they get a ‘business
licence’ in the jobs which bear the responsibility and authority given by
certificate of proficiency.
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 People who behold these qualifications are labelled as ‘technician’ and there
are in total 10 practical art schools for girls in Turkey.
MINISTRY OF NATIONAL EDUCATION
 Tourism Training Centers: These centres are informal education servers in
which there is a ‘Basic Course for Labour Training for Touristic
Establishments’ with 30-week practical and theoretical education opened in
order to match the demand of qualified labour in tourism sector in different
branches such as Food Beverage, kitchen (cooks), pastry cook, barmen,
service, housekeeping and front office in accommodation and travel areas.
 Students are sent to touristic establishments for 4 month-occupational skill
training. In accordance with the demand to come, short-term vocational
courses directly for certificate can also be opened.
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 The ones to be enrolled in travelling, accommodating services and front
office departments are required to have graduated at least from a high
school or their equivalents and know a foreign language.
 In Turkey, there are 9 touristic education centres in total.
MINISTRY OF NATIONAL EDUCATION
 INSTITUTIONS OF DISTANT EDUCATION
 Distant education school has been founded in order to let people first living
home and afterwards living abroad who have graduated from a primary
school, but could not for some reasons go on a secondary school complete
their total 8-year secondary education via distant education.
 Citizens who are over secondary education age and could not complete
their primary education for some reasons are given the right to benefit from
Distant Education School.
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 Prisoners, imprisoned people and disabled people together with the ones
who need special training are exempt from age condition on condition that
they certify their situations with the document they can provide from the
Committee of Special Training Services.
MINISTRY OF NATIONAL EDUCATION
 Distant Education High School: serves for students who completed their primary
education, but for various reasons could not go on their education in formal
education giving schools and want to pass through Distant Education High
School outside the scope of formal education. There is no age limit in Distant
Education High School, so anyone who completed primary education can enrol.
 Vocational Distant Education High School : serves students who completed
primary education, but could not go on high school education or had to leave
the school allowing them to train improve themselves in different fields. There is
no age limit in this program and neither in the duration of education. In
Vocational Distant Education High School there are industrial high school,
vocational high school for girls, trade vocational high school and religious
vocational high school programmes.
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 Vocational and Technical Distant Education School: The aim of this school
program is to provide chance for people who graduated from primary school and
want to acquire a profession or progress in their profession by allowing them
distant educational courses, testing them at the end of the courses and give
certifications to the ones who pass the exam.
PRIVATE NON-FORMAL EDUCATION INSTITUTIONS
 Private Education And Rehabilitation Centres
 These institutions serve people who need special education for their
speaking, language, mental, physical, emotional, visual, social disorders to
improve their self-care and daily skills to lead their life independently and to
let them adapt to social life.
 Students Study And Education Centres
 These are special teaching institutions where activities to help students do
their homework, projects and to improve their interests, skills and wishes are
carried out.
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 Various Courses
 These are special education institutions serving to help people improve their
professional, social and cultural skills, knowledge and experiences and to
allow them utilize their free time in their own will beneficially.
PRIVATE NON-FORMAL EDUCATION INSTITUTIONS
 Private Non-formal Educational Institutions
 These are educational practising schools, vocational training centres,
scientific and artistic centres.
 Private Teaching Institutions
 These are institutions serving short-term vocational courses. They provide
people with private vocational and technical courses and skills and
profession in certain fields such as foreign language, computer, music, bale,
modelling, hosting, chess, accounting, pilot training, photography, training
.etc.
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 Private Course For Motor Vehicles Drivers
 These courses provide education based on the regulations prepared based
on the 123rd Article of Highway Traffic Code and 5580th Law.
PRIVATE NON-FORMAL EDUCATION INSTITUTIONS
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 There are courses
organised in the fields of
literacy, profession
acquiring, kill improving in
1860 programs within 61
fields in about 40. 000
settlements throughout the
country attached to the
General Directorate of
Lifelong Learning of
Ministry of Education.
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TURKISH EMPLOYMENT
AGENCY (İŞKUR)
TURKISH EMPLOYMENT AGENCY (İŞKUR)
 Turkish Employment Agency (TEA) is responsible for adapting
informal education activities between governmental institutions
to the labour market policies.
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 TEA carries out its tasks in coordination with governmental and
private institutions. Among the tasks of TEA expressed in the
Turkish Employment Agency Code dated 25th, June, 2003, there
are making analyses of jobs and professions or having them
made, providing or giving vocational and professional guidance,
training labourers in order to increase their possibility of being
employed, developing adapting programmes of labour and
vocational education and organising training seminars for
employees.
TURKISH EMPLOYMENT AGENCY (İŞKUR)
 TEA also organises various employee training activities under
the names of training female labourers, vocational courses
devoted to disabled people or prisoners, employment
guaranteed employee training courses, vocational rehabilitation
services and training seminars in the industry.
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TURKISH EMPLOYMENT AGENCY (İŞKUR)
 Exact data for the courses organised by TEA in 2013 and
attendants enrolling them are given as; 43016 people students
enrolled employment guaranteed courses, 2043 students to
courses of vocational training, 73 for former prisoners, 1333
students enrolled to the courses organised for currently
imprisoned people and 3356 people enrolled courses aimed to
disabled people.
 Besides the number of students enrolled in other courses are
141707.
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 In 2012, the number of students enrolling courses in various
fields was in total 464.645 of whom 276.901 were men and
187.744 were women
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AGENCY OF DEVELOPING SMALL
AND MEDIUM SCALED INDUSTRIAL
BUSINESSES (KOSGEB)
AGENCY OF DEVELOPING SMALL AND MEDIUM
SCALED INDUSTRIAL BUSINESSES (KOSGEB)
 Some of the tasks of KOSGEB which was founded to increase
the efficiency, ability to compete and integration of them to the
industry of small and medium scaled industrial establishments
who have an important share in the economy and industry are
informing and directing with a single movement, providing and
spreading information about development and supplementary
programmes and practises among establishments and
educational programmes suitable for the detection and
organisation of training necessities and in-service educational
services.
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AGENCY OF DEVELOPING SMALL AND MEDIUM
SCALED INDUSTRIAL BUSINESSES (KOSGEB)
 . In order to carry out educational services, many educational
centres have been founded in many cities. In cities or towns
which are out of the network of cities in which there are
educational centres, these centres were taken to the
establishments’ onsite. With this aim, together with the courses
based upon classroom or laboratory, KOSGEB gives also
courses in technical, administrative, financial and managing
fields on the job.
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 The principal targets are the ones trying to establish their
businesses or the ones who have just established. Technology
developing centres of the institution are aimed to support small
and medium sized enterprises (KOBİ) which are inclined to
technology and have high added-value.
AGENCY OF DEVELOPING SMALL AND MEDIUM
SCALED INDUSTRIAL BUSINESSES (KOSGEB)
 KOSGEB provides education under six basic fields;
 Economy, Business Administration, Finance, Communication
 Entrepreneurship, International Relations
 Education in Advanced Foreign Language, Computing and
Automation
 Industry, Electric, Electronic, Machinery, Metallurgy, Material
Choice, Chemistry, Food, Textile, Environment, Forest Industry
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 Quality Assurance Systems
 International Practises of Technical Legislation
AGENCY OF DEVELOPING SMALL AND MEDIUM
SCALED INDUSTRIAL BUSINESSES (KOSGEB)
 In the 349 entrepreneurship courses organised by KOSGEB
beginning from 2010, 10385 students were provided with
entrepreneurship training and 45.633 students enrolled in 1454
courses organised in 2011.
 In 2012 the number of courses reached 1822 and the students
reached 57.192. In the recent three years while the number of
courses organised by KOSGEB has been 3625, the number of
students has been 113.200.
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FOUNDATION OF VOCATIONAL
TRAINING AND SUPPORTING SMALL
SCALE INDUSTRY (MEKSA)
FOUNDATION OF VOCATIONAL TRAINING AND
SUPPORTING SMALL SCALE INDUSTRY (MEKSA)
 MEKSA Foundation, founded by three real people in 12th, April,
1985 with the educational equipment and financial sources from
Germany sources development funds, is a foundation providing
support to help small and medium scaled industrial
establishments, of which many foundations like General
Directorate of Informal Education and Apprenticeship of Ministry
of Education and TESK, TOBB, ASO, TÜRK-İŞ, TİSK, İŞKUR are
members, develop their human resources (Bilir, 2004).
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FOUNDATION OF VOCATIONAL TRAINING AND
SUPPORTING SMALL SCALE INDUSTRY (MEKSA)
 MEKSA Foundation carries out its facilities in the triangle of
vocational training and supporting employment and
entrepreneurship. In 22 educational centres of 13 cities, people
are stimulated and directed to acquire a profession, improving in
that field, employment and entrepreneurship by training
apprentices, semi-masters and masters together with women
and men entrepreneurs in practice.
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 Besides, Guarantee Fund Administration and Research Inc.
which is one of the co-founders of MEKSA support small scaled
entrepreneurs who want to establish their businesses and meet
the expenses with bank credits when they have problem finding
a bondsman by acting as a bondsman to these entrepreneurs.
Training centres of MEKSA serve in the scope of 3308th
Apprenticeship and Vocational Education Code.
FOUNDATION OF VOCATIONAL TRAINING AND
SUPPORTING SMALL SCALE INDUSTRY (MEKSA)
 As a principle, courses organised by MEKSA are free of charge.
Moreover, people who work with an agreement of apprenticeship
and enrol the courses can also benefit from the legal income
and insurance. The ones who are taking courses in certain
programmes of TEA are also given pocket money.
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 As an exception, in the Foreign Trade Training Programme in
Gaziantep, students who are known to be financially at a good
level are charged fees. Turkish economy is % 98 comprised of
small establishments, but they are insufficient in both equipment
and qualified personnel, and providing practical apprenticeship
training. Thus, in order to meet this insufficiency, MEKSA provide
practical training to the apprentices of around establishments in
its supra-institutional training centres founded throughout
Turkey.
FOUNDATION OF VOCATIONAL TRAINING AND
SUPPORTING SMALL SCALE INDUSTRY (MEKSA)
 As a principle, courses organised by MEKSA are free of charge.
Moreover, people who work with an agreement of apprenticeship
and enrol the courses can also benefit from the legal income
and insurance. The ones who are taking courses in certain
programmes of TEA are also given pocket money.
APL &
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PLANNING
CENTERS IN
SOCIAL
SERVICES FOR
SENTENCED
WOMEN
 As an exception, in the Foreign Trade Training Programme in
Gaziantep, students who are known to be financially at a good
level are charged fees. Turkish economy is % 98 comprised of
small establishments, but they are insufficient in both equipment
and qualified personnel, and providing practical apprenticeship
training. Thus, in order to meet this insufficiency, MEKSA provide
practical training to the apprentices of around establishments in
its supra-institutional training centres founded throughout
Turkey.
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MUNICIPALITIES
MUNICIPALITIES
 Municipalities considerably facilitate in informal education
practises in the scope of their authority as well. After the
foundation of metropolitan municipalities after 1984 and with
the increase of them to 16, regional managements began to play
a more active role in providing informal education.
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 Within the organisations of metropolitan municipalities,
departments of education and cultural activities have begun to
be founded and sub-departments attached to these
departments. Some municipalities managed to reach a level of
success which public schools in all cities and towns have not
been able to reach many years thanks to organising extensive
and permanent courses within the scope of informal education.
MUNICIPALITIES
 Till the mid-1990s, except some metropolitan municipalities,
others generally tried to provide some services like asphalt
ways, clean water, collecting rubbish, waste water system and
controlling free markets and had little effect on the social,
economic and cultural development of the society. In other
words, they could not take active part in fighting against
unemployment, poverty, providing service in education and
health.
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 Only since the mid- 1990s, there has been a considerable
increase in the tasks and responsibilities of metropolitan
municipalities. Especially İstanbul and Ankara Metropolitan
Municipalities turned to social policies in social aid, social
services, education, health and housing in addition to municipal
services.
MUNICIPALITIES
 They began to act as institutions providing various services
aimed at the old, disabled, children, women, the poor and
people in need of instant care and aid. This concept of
Municipality laying its foundation in this phase, in the beginning
of 2000s gained a new velocity and their packages of services
have been enlarged to a great extent.
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 This concept widened to such an extent that the race for
services between municipalities caused the birth of a new
concept of municipality which is responsible for ‘the economic,
social, cultural and physical development of the society going
beyond the concept of ‘social municipality’. The concept of
sensitive municipality in large cities beginning with social aids
turned into a concept of municipality responsible for the
regional economic, social, cultural and physical development of
the society.
MUNICIPALITIES
 This transformation in the concept of municipality was also valid
for centres of artistic, vocational and skill improving courses
where extensive practises of informal education are served. The
first examples of municipalities serving informal education were
İstanbul and Ankara Metropolitan Municipalities. While İstanbul
was serving to a very wide mass with İstanbul Artistic and
Vocational Education Courses (İSMEK), Ankara Metropolitan
Municipality’s scope of service was much larger than other
municipalities.
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MUNICIPALITIES
 İSMEK, which provided free artistic and vocational education to
216.500 students only in 2012, has 1 million 400 thousand
graduates till now. It continues this service with courses over
200 different branches in 228 course centres in 2013. Within
Municipal Technical Training Courses (BELTEK) organised by
Ankara Metropolitan Municipality, 12.411 people benefited from
these technical courses in 2012 and via Municipal Hand Craft
and Vocational Courses (BELMEK) 15.852 people benefited from
these courses in 31 different branches in 160 course centres in
6 headquarters.
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MUNICIPALITIES
 These activities of informal education pioneered by İstanbul and
Ankara Metropolitan Municipalities are still being continued by
many municipalities in cities and towns throughout Turkey.

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OTHER INSTITUTIONS AND
ORGANISATIONS
Other Institutions and Organisations
 In Turkey; instituted and organisations such as
 Ministry of Justice
 Ministry of Tourism and Culture
 Ministry of Food, Agriculture and Husbandry
 Ministry of Internal Affairs
 Ministry of National Defence
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 Ministry of Health
 Ministry of Transportation, Communication and Navigation
Other Institutions and Organisations
 Ministry of Energy and Natural Resources
 Turkish Development Foundation
 Prime Ministry Directorate of GAP Regional Development
Department
 Universities
 Directorate of Religious Affairs
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Other Institutions and Organisations
 Turkish Middle East Institute of Public Administration
 Turkish Radio and Television Cooperation (TRT)
 Institute of Turkish Standards (TSEK)
 Turkish Industrial Management Institute (TÜSSİDE)
 provide informal education in their own fields.
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NON-FORMAL EDUCATION
STATISTICS
Non-formal Education Activities according to instutions, 2009 - 2010 – 2011
Non-formal education activities according to institutions/organizations, 2009 - 2010 - 2011
Eğitici sayısı
Number of trainers
Bitiren
Graduates
Kurum/kuruluş
Institution/organization
Toplam - Total
Bakanlık ve bağlı kurum/kuruluş
Ministry and subsidiary
Üniversite
University
Belediye
Municipality
Konfederasyon veya sendika
Confederation / trade union
Vakıf
Foundation
Dernek
Association
Yıl
Year
Kurs sayısı
Number of
courses
Toplam
Total
Erkek
Male
Kadın
Female
Toplam
Total
Erkek
Male
Kadın
Female
2009
19 817
810 279
403 933
406 346
42 633
20 840
21 793
2010
63 748
2 574 744
1 431 120
1 143 624
88 991
23 618
65 373
2011
64 239
2 392 828
1 307 902
1 086 432
78 498
31 232
43 448
2009
6 236
334 616
238 825
95 791
20 562
7 448
13 114
2010
43 545
1 567 020
976 083
590 937
53 263
6 162
47 101
2011
42 430
1 122 444
719 314
404 636
28 033
6 006
18 209
2009
1 435
70 128
38 487
31 641
5 301
2 043
3 258
2010
2 805
151 402
82 663
68 739
8 226
3 030
5 196
2011
3 142
215 479
115 509
99 970
12 704
5 619
7 085
2009
11 726
359 116
93 012
266 104
15 563
11 066
4 497
2010
13 339
550 132
193 647
356 485
16 634
10 506
6 128
2011
13 500
543 260
165 484
377 776
17 920
11 529
6 391
2009
420
46 419
33 609
12 810
1 207
283
924
2010
907
90 924
74 859
16 065
1 807
277
1 530
2011
574
87 433
73 754
13 679
1 771
483
1 288
2009
-
-
-
-
-
-
-
2010
1 422
82 980
36 656
46 324
2 974
1 403
1 571
2011
1 762
96 995
42 038
54 957
4 123
1 872
2 251
2009
-
-
-
-
-
-
-
2010
1 730
132 286
67 212
65 074
6 087
2 240
3 847
2011
2 831
327 217
191 803
135 414
13 947
5 723
8 224
Non-formal education Institutions
Number of non-formal education institutions by years
Kursiyer - Participant
Kurum/Merkez türü
Kind of institution/center
Kurum
Institution
Toplam
Total
Erkek
Öğretmen - Teacher
Males
Kadın Females
Toplam Total
Erkek
Males
Kadın Females
Derslik
Classroom
[2010/'11 Öğretim yılı sonu]
Yaygın Eğitim Toplamı (4)
13 738
8 524 527
4 144 631
4 379 896
105 769
60 721
45 048
91 672
2 078
4 911 750
1 898 596
3 013 154
14 241
8 930
5 311
6 532
11 660
3 612 777
2 246 035
1 366 742
91 528
51 791
39 737
85 140
Mesleki Eğitim Merkezi (3)
310
287 430
233 597
53 833
4 450
3 600
850
2 151
Kız Teknik Genel Müdürlüğü Toplamı
351
31 634
1 244
30 390
630
37
593
174
335
30 013
1 178
28 835
109
6
103
41
16
1 621
66
1 555
521
31
490
133
12
509
-
509
-
-
-
-
-
509
-
509
-
-
-
-
Yetişkinler Teknik Eğitim Merkezi (1)
12
-
-
-
-
-
-
-
Çıraklık ve Yaygın Eğitim Genel Müdürlüğü
969
4 502 273
1 603 096
2 899 177
6 298
3 591
2 707
3 439
969
4 502 273
1 603 096
2 899 177
6 298
3 591
2 707
3 439
211
15 766
8 972
6 794
816
505
311
652
135
4 302
2 804
1 498
104
51
53
53
Otistik Çocuklar İş Eğitim Merkezi (1)
14
657
512
145
-
-
-
-
Bilim ve Sanat Merkezi (Üstün Yetenekliler)
62
10 807
5 656
5 151
712
454
258
599
216
301 989
181 440
120 549
1 949
1 131
818
69
Turizm Eğitim Merkezi (Tic. Turz. Gn. Md.)
9
1 190
952
238
98
66
32
47
Meslek Kursları (3308 sayılı yasaya göre) (1) (2)
-
72 948
50 735
22 213
-
-
-
-
11 660
3 612 777
2 246 035
1 366 742
91 528
51 791
39 737
85 140
Muhtelif Kurslar
2 150
293 221
156 160
137 061
5 629
2 661
2 968
9 527
Motorlu Taşıt Sürücüleri Kursları
3 270
1 815 867
1 308 772
507 095
21 038
16 220
4 818
9 637
Özel Dershaneler
3 961
1 219 472
613 968
605 504
50 163
28 058
22 105
44 740
112
23 638
14 279
9 359
-
-
-
-
1 605
241 746
142 731
99 015
13 448
4 406
9 042
19 433
562
18 833
10 125
8 708
1 250
446
804
1 803
Resmi
Özel
Pratik Kız Sanat Okulu (Kız Teknik)
Olgunlaşma Enstitüsü
Erkek Teknik Genel Müdürlüğü (1)
Pratik Kız Sanat Okulu (Erkek Teknik) (1)
Halk Eğitimi Merkezi
Özel Eğitim Genel Müdürlüğü
İş Eğitim Merkezi
(Öğretilebilir Zihinsel Eng. (İş Eğt. Mrk.))
Rehberlik Araştırma Merkezi (4)
Özel Öğretim Genel Müdürlüğü
Özel Eğitim Okulu (Yaygın Eğitim)
Özel Eğitim ve Rehabilitasyon Merkezi
Etüt Eğitim Merkezi