THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
THEMATIC EVALUATION REPORT
HRDOP PRIORITY AXIS 2 - To enhance investment in human capital,
HRDOP PRIORITY AXIS 3 - To increase adaptability of workers,
enterprises and entrepreneurs
THEMATIC EVALUATION REPORT
June 30, 2014
THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
Project / Document Information
Project Title
Beneficiary /
Contracting Authority
Technical Assistance for Implementation of
Human Resources Development Operational
Programme
European Union Coordination Department,
Ministry of Labour and Social Security
THEMATIC EVALUATION - HRDOP PRIORITY
AXIS 2 (To enhance investment in human capital),
Report Name
HRDOP PRIORITY AXIS
adaptability
of
workers,
entrepreneurs)
Publication Date
30.06.2014
Prepared by
Ayla HEKİMOĞLU, Bülent TARMAN,
ŞENSOY, Esra GEDIKLI, Zeynep ÇAKIR
3 (To increase
enterprises
and
Acar
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30 June, 2014
THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
CONTENTS
1.
EXECUTIVE SUMMARY .................................................................................................. 8
1.1.
Relevance ........................................................................................................................ 8
1.2.
Efficiency ........................................................................................................................ 11
1.3.
Effectiveness .................................................................................................................. 13
1.4.
Impact ............................................................................................................................ 15
1.5.
Sustainability .................................................................................................................. 16
1.6.
Causing Effects .............................................................................................................. 18
2.
SCOPE OF THE EVALUATION ..................................................................................... 20
2.1.
Overview of the HRD OP Priority Structure .................................................................... 20
2.2.
Priority Axes and Measures ............................................................................................ 21
2.3.
Purpose of the Evaluation .............................................................................................. 24
2.4.
Scope of the Evaluation.................................................................................................. 24
2.5.
Methods of data / information collection, analysis ........................................................... 25
2.6.
Evaluation Questions...................................................................................................... 28
2.7.
Composition and Major Tasks of the Thematic Evaluation Team ................................... 31
3.
BACKGROUND ANALYSIS ........................................................................................... 33
3.1.
Turkish National Education System ................................................................................ 34
3.2.
Formal Education ........................................................................................................... 35
3.3.
Vocational Education and Training (VET) ....................................................................... 36
3.4.
Non Formal Education - Lifelong learning ....................................................................... 39
3.5.
Employment ................................................................................................................... 40
4.
EVALUATION RESULTS ............................................................................................... 42
4.1.
IEREFG .......................................................................................................................... 42
4.2.
IQVET ............................................................................................................................ 46
4.3.
KUYAP ........................................................................................................................... 54
4.4.
LLL ................................................................................................................................. 59
5.
CONCLUSIONS AND RECOMMENDATIONS BY CRITERIA ........................................ 65
6.
LESSONS LEARNED, BEST PRACTICES .................................................................... 76
7.
HORIZONTAL (CROSS CUTTING) ISSUES .................................................................. 82
8.
GRANT SCHEME ANALYSIS ........................................................................................ 85
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
8.1.
Project development, Application and Selection ............................................................. 85
8.2.
Implementation ............................................................................................................... 87
8.3.
Outputs and results ........................................................................................................ 91
8.4.
Involvement in the grant scheme activities ..................................................................... 93
8.5.
Grant scheme main conclusions & recommendations .................................................... 97
9.
ANNEXES .................................................................................................................... 103
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
ABBREVIATIONS
Abbreviation Description
CFCU
Central Finance and Contracts Unit
CGMTs
Central Grant Monitoring Teams
CoHE
Council of Higher Education
DG LLL
Directorate General Lifelong Learning
ECVET
The European Credit System for Vocational Education and Training
ESF
European Social Fund
ETF
European Training Foundation
ETI
Education and Training Institutions
EU
European Union
EUCD
European Union Coordination Department
EUD
Delegation of the European Union to Turkey
FAQ
Frequently Asked Questions
FMU
Financial Management Unit
GB
Grant Beneficiary
GC
Growth Centre
GDP/c
Gross Domestic Product per capita (inhabitant)
GMIS
Grant Management Information System
GVA
Gross Value Added
HCI
Harmonised Consumer Prices (index)
HDI
Human Development Index
HRD
Human Resources Development
HRD OP
Human Resources Development Operational Programme
IMIS
Integrated Monitoring Information System
IPA
Instrument for Pre-Accession Assistance
IPA IR
IPA Implementing Regulation
IPA MD
IPA Management Department
IPTA
Information, Publicity and Technical Assistance Unit
ISCED
International Standard Classification of Education
ISCO
International Standard Classification of Occupations
İŞKUR
Turkish Employment Agency
KE
Key Expert
KOSGEB
Small and Medium Sized Enterprises Development Organization
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
LLL
Lifelong Learning
LTNKE
Long Term Non-Key Expert
MIFF
Multi-annual Indicative Financial Framework
MIPD
Multi-annual Indicative Planning Document
MIS
Management Information System
MoD
Ministry of Development
MoFSP
Ministry of Family and Social Policies
MoLSS
Ministry of Labour and Social Security
MoNE
Ministry of National Education
NAO
National Authorising Officer
NGOs
Non-Governmental Organisations
NIPAC
National IPA Coordinator
NQS
National Qualifications System
NUTS
Nomenclature of Units for Territorial Statistics (Regional Classification)
OCU
Operation Coordination Unit
OECD
Organisation for Economic Co-operation and Development
OIS
Operation Identification Sheet
OO
Overall Objective
OP
Operational Programme
OS
Operating Structure
OVI
Objectively Verifiable Indicators
PA
Priority Axis
PEC
Public Education Centers
PES
Public Employment Service
PISA
Programme for International Student Assessment
PMU
Project Management Unit
PP
PU
Project Purpose
Procurement Unit
QA
Quality Assurance
QACU
Quality Assurance and Control Unit
RC OP
Regional Competitiveness Operational Programme
RGMTT
Regional Grant Monitoring and Technical Assistance Team
RPL
Recognition of Prior Learnings
SCF
Strategic Coherence Framework
SMC
Sectoral Monitoring Committee
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
SME
Small and Medium Sized Enterprises
SPO
State Planning Organization
SSPC
Student Selection and Placement Centre
SSI
Social Security Institution
TA
Technical Assistance
TAT
Technical Assistance Team
TEC
Tourism Education Centers
TIMSS
Trends in International Mathematics and Science Study
TL
Team Leader
TNA
Training Needs Analysis
TOBB
The Union of Chambers and Commodity Exchanges of Turkey
ToR
Terms of Reference
TSCC
Training, Support and Coordination Centre
TURKSTAT
Turkish Statistical Institute
TVET
Technical and Vocational Education and Training
WEF
World Economic Forum
VEC
Vocational Education Centers
VET
Vocational Education and Training
VOC-TEST
Occupational Standards Development, Vocational Knowledge and Skills,
Testing and Certification Centres
VQA
Vocational Qualifications Authorities
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
1. EXECUTIVE SUMMARY
This thematic evaluation presents an analysis of the progress made so far and facilitates the
European Union Coordination Department (EUCD) of the Ministry of Labour and Social
Security, which is the Operating Structure (OS) for Human Resources Development
Operational Programme (HRDOP); and the Operation Beneficiaries of the operations under
Education (P2) and Adaptability by Promoting Lifelong Learning (P3) priorities of the HRD
OP with the information which would be useful in future programming. The findings of the
evaluation also shall guide the above-mentioned stakeholders towards more successful and
improved implementation of the operations and the grant schemes in the next periods, through
making use of the conclusions, recommendations, success factors as well as lessons learned.
Following are the operations, which have been evaluated:
Under PA 2: 1) Increasing Enrolment Rates Especially for Girls (IEREFG), 16 MEUR, Ministry
of National Education (MoNE); 2) Improving the Quality of Vocational Education and Training in
Turkey (IQVET I), 7,65 MEUR, MoNE.
Under PA 3: 1) Promoting Lifelong Learning (LLL), 15 MEUR, Ministry of National Education
(MoNE); 2) Increasing Adaptability of Employers and Employees to the Changes in Global
Economy (KUYAP), 5 MEUR, The Union of Chambers and Commodity Exchanges of Turkey
(TOBB).
The evaluation has been based on Document Review; Background Analysis, based on the
updated statistics and information that are included in the HRD OP relevant to priority axes 2
and 3; Analysis of grant scheme implementation based on the survey findings; 82 interviews
which have been conducted with the relevant institutions and persons (see attachment no 18).
A survey has been conducted with a representative sample of grant beneficiaries (GB), and the
persons that benefited from the grant schemes (final beneficiaries-FB). Three field trips to
different regions also have been organised to meet the relevant stakeholders as well as some
of the final beneficiaries. Drafting of the evaluation report included the consolidation of data;
review of interviews conducted, review of the focus group meetings, analysis of indicators
related to results, analysis of indicators related to horizontal issues, formulation of lessons
learned and conclusions drawn, and feedback from the beneficiary.
1.1. Relevance
Both operations under PA 2 contribute not only to the realization of HRD OP priorities, but also
to those of Development Plans, the Government’s programme and latest relevant Strategies.
OO of both operations is to enhance investment in human capital, IEREFG by increasing the
quality of education, improving the linkage between education and the labour market, and
raising enrolment rates at all levels of education, especially for girls; and the IQVET by
increasing the quality of VET and improving the linkages between the labour market and
vocational education.
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
While IEREFG focuses on 16 pilot Provinces, IQVET focuses on 21 pilot provinces in Priority
Regions.
Target Groups of IEREFG are students, particularly girls at the age of secondary education,
who dropped out or under the risk of dropping out; and students who cannot access secondary
education due to cultural obstacles; parents and teachers of these students, especially those
providing psychological and vocational guidance.
Target Groups of IQVET are students, teachers, school administrators and counsellors in
vocational high schools, post-secondary and higher vocational schools, informal, non-formal
education institutions and centres; and students who cannot continue to higher education,
graduates of vocational high schools and post-secondary higher education institutions;
employers, employees, trade unions and NGOs representing business.
Both operations have been designed in conformity with the HRD OP, relevant policies, and
development programmes of Turkey; and they are still highly relevant to the needs and present
policies and prevailing socio-economic conditions of Turkey.
Substantial changes have taken place in the Turkish education system since the development
of the HRDOP in 2007, influencing both operations under PA 2: Compulsory education was first
increased to eight years in 1997 and later to twelve years and the primary and secondary
education have been redefined into three levels of 4 years each (primary, lower secondary and
upper secondary education) in 2012. Introduction of these radical educational system changes
has altered the environment where these Operations were being implemented; and caused
delays, as some of the outputs needed to be re-designed.
Since the enrolment targets have been met due to the increased duration of compulsory
education, now the actual need regarding IEREFG is mostly in the areas of increasing the
attendance rates, especially of girls, and the quality of education. Another area resulting from
the system changes, which necessitates attention, is the open education enrolment rate. In
order to fulfil their obligations towards compulsory education, now the families who do not want
their daughters to continue their education in regular schools (due to several factors including
the early marriages, lower socio-economic conditions, traditions that do not value education for
girls, accommodation expenses) enrol their children, especially girls to open secondary schools.
Moreover, open secondary schools can hide and put the child labour out of sight, which
constitutes a significant problem in the region where children, in poor economic conditions,
once start to earn money tend to dropout easily.
MoNE, MoLSS, İŞKUR, the Higher Education Council (YÖK), Vocational Qualifications
Authority (VQA), employers’ organisations, trade unions and private sector are the main actors
of Turkey’s career guidance system, who all participated in the design of the IQVET. The
Operation was embedded in a national strategy; and later into the VET Action Plan of
2008/2012, with a view to reducing unemployment through promoting human resources.
The relevance of IQVET also continues as the VET system still faces important challenges.
Poor reputation of VET schools is still one of the main factors behind the low enrolment rates.
This can be attributed to several factors including the dominance of students in VET schools
with lower socio-economic status, and lower academic performance, poor quality of education
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and capacity problems, as well as lack of effective orientation and vocational guidance of VET
schools and insufficient education employment relationship. Another imperative issue is the lack
of sufficient qualified human resources especially in the areas of guidance and counselling.
Difficulties in horizontal and vertical transition among formal and non-formal programmes and
between various levels of VET via RPL are another challenge faced by the VET Schools in
Turkey. Access to universities is still difficult for VET graduates; and Post –Secondary Higher
VET schools have infrastructure and teacher shortage. Inconsistencies exist between the
curriculums of secondary VET schools and the programs of post-secondary VET schools; and
the problems in the delivery of employable skills add to these problems and result in high
dropout rates within the post-secondary VET schools, which is another big challenge which
needs to be tackled. Collaboration between the VET schools and the private sector towards the
establishment of a successful VET system promoting employment opportunities is also
problematic.
The designs of these Operations have taken into consideration these problems to a great
extent; hence the results and the activities were designed coherently towards addressing the
major issues. Operations’ objectives address the main problems in the relevant educational
areas, and the target groups to be supported have been selected carefully. However, both
Operations have some design problems as they foresee ambitiously high number of activities,
to be piloted in a great number of provinces in diverse geographical locations and within short
durations. Additionally, the indicators of achievement of all operations are the Activity / Output
stages to be completed, rather than being specific, measurable, attainable, relevant and time
bounded (SMART) indicators which can be useful to measure the results and impact of the
operations.
Priority Axis 3 aims at increasing the adaptability of workers, enterprises and
entrepreneurs, in particular by promoting LLL and encouraging investment in human
resources by enterprises and workers.
While Operation Beneficiary of KUYAP is the Union of Chambers and Commodity Exchanges of
Turkey (TOBB), Operation Beneficiary of LLL is the MoNE.
Overall Objective (OO) of KUYAP is to increase the adaptability of employees and employers in
15 Growth Centres by investing more in human capital towards sustainable economic growth.
Its purpose is to strengthen the capacity of SMEs, capabilities of employees and employers by
providing them with work-based skills and by increasing the training and consultancy capacity
of chambers of commerce, chambers of industry, and chambers of commerce and industry.
OO of LLL is to promote the development and implementation of coherent and comprehensive
strategies for lifelong learning; and its purpose is to establish an institutional framework and
capacity, within LLL perspectives, in line with EU practices so as to support individuals’ access
to education for increasing employment opportunities within a system designed to value
learning. While KUYAP focuses on 15 growth centres, the LLL focuses on 43 provinces in 12
pilot provinces within the priority regions.
Target Groups of KUYAP are the employees and employers, and staff of chambers and other
social partners. LLL’s target groups include teachers, students in VET institutions, illiterate and
unemployed adults, especially women, and staff of MoNE and VQA.
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Both operations contribute not only to the realization of HRD OP priorities, but also to those of
Development Plans, the Government’s programme and latest relevant Strategies.
KUYAP is addressing the issues such as lack of awareness in benefits of investing in human
capital and adapting to changes of global economy; the need to build up the capacity of SME
support organisations, actors of vocational training and social partners; and to create synergies
for the provision of training to SMEs. As it thematically focuses on increasing the adaptability of
employees and employers in SMEs, and raising relevant skills and competencies, KUYAP aims
to achieve its targets mainly via awareness raising, training, and delivery of consultancy
services and establishment of networks.
Complex and ambitious number of result areas and activities of KUYAP, that requires the
engagement of hundreds of stakeholders in 15 Provinces of Eastern Anatolia makes planning,
implementation and collaboration challenging.
Despite the efforts; engagement in LLL is rather low in Turkey. Programmes that are provided
in the Public Education Centres (PEC) do not match the needs regarding to employability and
social integration, and awareness on PECs is rather low. Moreover, VET institutions lack
qualified teachers and equipment and sound statistics do not exist regarding non-formal
education to enable through planning in these areas.
Therefore LLL is still highly relevant as it addresses the shortcomings that still prevail in this
area. It has been appropriately designed towards the achievement of the objectives and the
results; and logical coherence exists between the results and activities. However, the design
has proved to be over-ambitious and unrealistic for achieving these objectives within the
envisaged duration. Furthermore, being too precise, ToR does not allow flexibility for the
evolved needs and conditions. Another design weakness is the definition of the indicators of
achievement, which are output-based indicators underlining the achievements with regard to
the delivery of the targeted outputs, rather than demonstrating the achievements against the
objectives.
1.2. Efficiency
Under PA 2, despite the difficulties that have been faced during the implementation, the
IEREFG has been completed without major problems in July 2013, owing to the high ownership
and commitment at the DGVET. Implementation of the activities of the IQVET has been
managed to a large extent and the granted non-cost extension of seven months is expected to
allow completion of the envisaged activities.
Major educational reforms had significantly changed the environment in which these operations
were designed, the re-structuring at MONE caused ambiguities on the roles and responsibilities
of the staff as well as the bureaucratic processes caused serious delays in implementation of
both operations. Replacement of the Team Leader (TL) and KE 2, lengthy decision-making at
MoNE, as well as the lengthy addendum process regarding the necessary changes to the ToR
contributed considerably to the serious delays in implementation of the IEREFG. Regarding the
IQVET, additional difficulties were encountered in managing the study visits to 17 countries,
where the replacement of two key experts has aggravated the implementation problems. Due to
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the significant delays, no time was left for in the implementation of the new curriculum under
IQVET.
Regular monitoring and follow up of both Operations have been carried out and Monthly
Management and Steering Committee (SC) meetings were held regularly.
During the implementation of the IEREFG, close cooperation has been established with the
universities and NGOs, as well as with the local actors and opinion leaders, local TV stations
and press, which contributed to awareness rising.
Implementation of the Grant component has been adequate. Budgets of grant projects have
generally been completely spent and most of the planned activities were implemented.
However, difficulties of transport / access to villages, requiring additional efforts and sacrifices
in the remote areas have been encountered; and the Monitoring Information System (MIS) at
the MoLSS could not be used effectively. The grant beneficiaries have faced some difficulties in
communicating with the relevant persons during the implementation of their projects. Late
realisation of the procurement, consisting of packages of clothes and material for students, also
weakened the efficiency and effectiveness of the grant scheme (GS). In addition, some of the
grant beneficiaries having limited financial capacities experienced problems related to their
obligations for co-financing; and the eligibility of some costs and payments have been
problematic as unclear and/or wrong information were received. Problems in financing for the
GBs have also been experienced due to the late payment of the last %20 of the project budget.
Within the service component, 3 study visits on guidance and counselling to EU countries have
been beneficial. Great number of (about 1,500) persons have been trained to conduct family
visits; and 198 guidance teachers and teachers received Training of Trainers (ToT), who then
trained 1,440 teachers and 430 university students. Targeted families and students have been
interviewed and their individual needs have been reported. Not only awareness raising activities
have been conducted within the project, but also different courses on personal development /
vocational subjects were provided.
Communication activities and spot films targeting
awareness raising had been quite effective throughout the country.
Regarding the supply component, almost three years of gap between the needs analysis and
actual procurement had also negative consequences on the efficiency and effectiveness of the
Grant Scheme (GS).
Within the IQVET, proposals for the Quality Development Centre, and a Strategy Report for
Quality Assurance as well as an Action Plan were prepared. Guidelines and Manuals on NQAS;
and Self Evaluation for VET schools were prepared. Occupational mappings were prepared,
curriculum revision and development have been made, and training materials were prepared.
Materials were prepared for awareness rising on VET education. Partner contribution was
reported to be satisfactory as most of the workshops included participants of different partners
and experts, including academicians, social partners such as TESK, TİSK, TOBB and sector
representatives, branch teachers, VQA and Board of Education representatives, CoHE
representatives, as well as representatives from private sector. Involvement of students was
also realized in some activities. However, IQVET encountered some problems due to the short
execution time, and too many demanding activities. Concerning the supply of 8 lots of
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equipment for VET schools and laboratories, procurement of 4 lots has been accomplished,
and tendering of the remaining lots is on going.
Regarding the Operations under PA 3, TOBB and the TA Contractor generally have efficient
communication and good relations within the KUYAP. However, absence of the TL for eight
months, lengthy approval procedures and delays, chamber elections coinciding with the critical
periods in implementation, and lack of resources in general have created serious delays and
undermined efficiency. The difficulty of finding experts in small provinces added to the late
availability in resources/delays in activities.
So far, the activities related to KUYAP’s visibility and awareness raising, preparation of training
strategy and modules, strengthening the capacity of chambers and TSCC’s training capacity,
and enhancement of cooperation among stakeholders for supporting SMEs have been
achieved. However, the delay of the procurement of the IT equipment prevented the
establishment of the TSCCs, and difficulties in finding local experts in the 15 GC seriously
hampered efficiency. Training modules are being prepared based on the results of the need
analysis and on the best practices in EU. As the establishment of six TSCC’s is not completed
yet, the conditions for the implementation of most Operation activities were not met. This delay
causes a significant risk for the timely completion of Operation; however, the bottlenecks have
started to evolve positively with a new TL and the recruitment of the remaining LTNKE.
Regarding the LLL, Procurement of the IT equipment and office furniture have been realised,
however, the tender regarding the procurement of the server has been cancelled. Under the
Grant Scheme, 43 projects were successfully implemented between May 2010 and May 2011.
The overall implementation has been adequate despite the problems / delays resulting from the
restructuring at MoNE where the Operation’s coordination responsibility has been transferred to
the DG LLL, which had been newly established, and having no prior experience in project
coordination and implementation. Additionally, critical changes occurred at the TAT, including
the dismissal of the TL with the Beneficiary’s request, and the resign of the KE3. Another time
taking process has been the addendum that has been necessitated due to the revision on the
ToR.
1.3. Effectiveness
Under the four Result Areas of IEREFG, 16 Provincial Research Reports and Action Plans were
developed, Guidance and Counselling Manual has been developed, 198 Formators’ and 1440
Counsellors/Teachers and students were trained. 3 Study visits were conducted, 15 modules of
Student Support Program (SSP) were developed and 8,239 students received support. 1200
visits to schools and families have been conducted for awareness raising on girls’ education,
which have been effective on the increased enrolment rates to formal and open secondary
schools. 3,828 family visits took place, which have contributed to the enrolment of 2790
students to secondary education. 3 TV spots were broadcasted; booklets on access to
education and posters were distributed. Local authorities, opinion leaders, principals of pilot
schools, counsellors, and role models and representatives of NGOs, parents and students were
reached through 16 provincial conferences. The grant projects under IEREFG have been
efficacious in raising awareness towards girls’ education. Most of the girls among the target
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groups successfully enrolled and continued to 9th grade, some of them even continued their
education to the university level.
Despite the intensive workload posed by a high number of activities within a limited period,
results of the IQVET are expected to be achieved to a large extent. The National Qualification
Centre under DG VET has been established, and noticeable achievements were made on the
establishment of a National Quality Assurance System (NQAS). VET Strategy Report for the
establishment of NQAS and the Strategic Action Plan have been finalised which are expected
to pave the way for the accreditation of the VET institutions, when approved. Training of trainers
(ToT) took place, and training has been organised for the Occupational Guidance and Career
Counselling Working Group. As a result of training and the study visits to EU member states on
vocational guidance and counselling addressing a serious weakness in VET education,
capacity of teachers and school administrators have developed and their perspectives on the
implementation of the NQAS have broadened. A Draft Quality Management Standards Manual,
and NQAS Reference and Guide Manual including Self Evaluation were prepared. Besides,
current legislative structure is being analysed by the legislation Study Group, consisting of VET
school managers, which is also working towards the establishment of active cooperation
between the VET institutions and the labour market. Analysis of 91 Occupation and
occupational maps in 22 areas was prepared; curricula of 2nd to 5th levels, which have been
adapted to the needs of the private sector, were developed. Several activities to raise
awareness towards VET schools were undertaken in 21 pilot provinces with a wide group of
participation. IQVET has also triggered cooperation among the social partners such as TISK,
TOBB, TESK, İŞKUR; and between the schools, VET Centres and the private sector.
Regarding PA 3, Under the 7 result areas of KUYAP, the developed visibility plan started to be
implemented. Meetings for awareness raising and workshops to receive chambers’ and
stakeholders’ feedback on the training programme and the developed modules took place in 15
Growth Centres with the participation of chambers, governorates, municipalities, DAs,
KOSGEB, and İŞKUR. A training strategy and action plan have been developed, based on the
TNA. Training for employers and employees in 15 GCs has started and been operational. In
order to establish the TSCCs, elaboration of a sustainable institutional and financial model,
identification and analysis of institutional capacity building requirements and the preparation of
training materials and programme for the ToT continues. Database for KUYAP was installed on
TOBB servers and KUYAP web portal is now operational. Chambers involved in the Operation
will be conducting training activities for the employers and employees of the enterprises with
more than 50 employees according to the needs. The benefits of the Operation will mostly be
for the five partner chambers where TSCC’s will be established. 15 beneficiary chambers
expect that the Operation will be supporting manufacturers in the internationalisation of their
activities; and around 5000 employees are planned to be trained until the end of Operation
(February 2015).
All of the results of LLL, except the establishment of provincial LLL units (PLLLU), which
depends on legislative changes, have been achieved; and the outputs were reported to be in
good quality. The National LLL Strategy Document and Action Plan were revised; and
supporting studies for the legislative and structural arrangements were made. A web portal has
been established for the overall National LLL system with the relevant institutions including the
MoLSS, İŞKUR, MoNE DG LLL, and VQA. In order to support the VQA and the VOC-Test
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Centres in the establishment of a fully functional national quality assurance system NQAS in
compliance with European Qualifications Framework in line with the LLL strategies, several
meetings were organised with the participation of the VQA staff and other relevant
stakeholders. An interface between modules and learning outcomes were prepared in line with
the EQF and ECVET principles in 7 occupational areas that are being utilised by the VET
system. A model for RPL based on learning outcomes was established and LLL action plans
were prepared for 43 provinces in NUTS II towards the coordination of activities at local level.
Capacity was created at both national and local level on a wide range of issues, which are
essential for the LLL. A comprehensive protocol was signed among the CoHE, TOBB, TİSK and
TÜSİAD. Awareness about the LLL approaches, the RPL, and on the importance of
coordination between relevant stakeholders has been raised. However, there is still much to be
achieved in this field, including supporting individuals’ access to education for increasing
employment opportunities within a system designed to value learning, raising basic skills and
competences being the integral parts of LLL towards individuals’ integration to the society and
participation in the labour market. However, the capacity and quality of public education centres
is a great challenge in non-formal trainings; besides, a huge portion of Turkey’s work force do
not have any perspective to develop their skills and adaptability in face of the changing needs.
1.4. Impact
The overall objective of IEREFG is “To enhance investment in human capital by increasing the
quality of education, improving the linkage between education and the labour market, and
raising enrolment rates at all levels of education, especially for girls”. Even though increase has
been observed in girls’ enrolment rates, main challenge as being the dropout rates remains.
Instability of MoNE policies and structures, frequent staff turnover at all levels, and lack of
experience at the provincial level appear as problems that create other challenges and
undermine impact prospects. Recently, thousands of students have enrolled to 9th grade, and
the targeted numbers have been exceeded, partly owing to the created awareness. However,
many students have enrolled to ‘open high schools’ instead of formal education; and now the
focus is on the attendance rates as well as the quality of education. Nonetheless, it is also
expected that equipping teachers with the necessary material, labour market needs and
gender-sensitive educational programs, owing to the IEREFG will be reflected in the increased
labour force participation of women in the future.
The Overall Objective of the IQVET is to promote investment in human resources by increasing
the quality of VET and improving the linkages between the labour market and vocational
education. The new curriculum responds better to the needs as it includes the occupational
areas most in need for qualified human resources. Owing to the project, dialogue has been
established between the teachers, administrators of VET and sector representatives and
linkages between the labour market and vocational education started to be established;
knowledge and awareness of school representatives on self-evaluation have been increased;
awareness on Quality Assurance in VET education has been created. Teachers in higher
vocational schools and secondary VET schools received vocational guidance and counselling
training. The Operation is also expected to have positive impact on the economic situation of
the students as they will have a better potential to be recruited in new jobs due to having a
better VET education.
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
Resulting from KUYAP, it is likely that employers’ and employees’ adaptability to the changing
conditions in the global economy can be raised to some extent. The competitiveness,
production quality, integration with other markets of the involved SME’s can be increased.
Employers’ awareness can be raised, so that they will continue to provide training opportunities
for their employers. TSCC’s to be established within chambers are expected to provide services
to all SMEs in their regions. They will also constitute a model for other chambers in Turkey.
Additionally, considering the needs in the sector, opportunities may be created, whenever
feasible, to benefit the members of different employment organisations in the field from the
services/trainings to be provided by TSCC’s in the future. Resulting from the training, increased
capacity and competitiveness of the SMEs is likely to contribute to the socio-economic
development of the region, and more investment in the region will be attracted.
Although accomplishment of a nationwide LLL culture can only be realised in the long term, the
Operation created knowledge and awareness among civil servants as well as in the public,
which was already reflected in the developed LLL policies and strategies. The trainings brought
about knowledge on newly introduced LLL concepts in Turkey. Furthermore, participants of
several activities witnessed different models of adult learning, gained experience in designing of
assessment of modular programs and RPL, and identification of weaknesses. The staffs of
MoNE and social partners were informed on ECVET and its implications to Turkey, which is
critical for Turkey’s alignment to EU. Cooperation was established, protocols were signed with
TOBB, TÜSİAD and TİSK and considerable momentum has been attained towards public private sector cooperation that is expected to create significant impact in the future. Under the
grant scheme, vocational training including the basic skills, employability courses, technical
trainings and apprenticeship have been organised where certificates have been awarded; and
services such as establishment of networks among social institutions were provided.
1.5. Sustainability
Throughout the IEREFG, considerable capacity has been built in the targeted provinces,
especially at the provincial directorates of MoNE, where training will continue through
formateurs. Textbooks and curricula developed under the service component are already in
use, and will continue to be utilised. The sustainability of the provincial action plans depends on
the commitment of the local administrators and the relevant actors in the future. However,
sustainable financial resources need to be allocated to the disadvantaged regions where socioeconomic development lags behind, social integration is an issue because of migration, and
student population is high. Number of classrooms is insufficient to cover all students; students
in rural areas need transportation and/or accommodation. Therefore, it is essential to identify
the needs realistically and allocate sufficient resources according to the priorities, as the most
important obstacle for sustainability of grant projects is the limited financial capacities of
institutions, which are also important for co-financing. Although most of the facilities that have
been established through the project (such as libraries, ateliers, laboratories, education centres
etc.) are still functional, financial sustainability of some of the grant projects is at risk. Local
cooperation and local administrations’ support at the provincial level is also vital for
sustainability of the Operation’s results.
Regarding the IQVET, the developed national strategies, development and operational plans
and establishment and sustainability of the National Quality Assurance System (NQAS) depend
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on the backing them up by national budgetary commitments. However, the developed outputs
are expected to be sustained since the beneficiaries demonstrate full ownership. Ownership is
also demonstrated by the commitment for the second phase of the Operation, which is
expected to ensure the establishment of NQAS and Self Evaluation as well as the accreditation
of VET institutions. Nevertheless, there are some critical issues for sustaining the results
achieved by the Operation: Sustainability of trained staff in the new Quality Development
Centre is fundamental; and new staff to be recruited should also be trained appropriately.
Quality Development Centre, as a coordinator of Quality Assurance in VET, needs to perform
as an independent structure and be open to the private sector. Continuous cooperation with the
labour markets and continuous revision of the training curriculum is fundamental for updating
the VET system and sustaining the needed quality in VET schools. Continuous training of staff
and increasing the number of student counsellors and job counsellors are critical to change the
image of VET schools and guide students. Job counsellors are critical on establishing a bridge
between the VET schools and the labour market. Systematic comparisons of consistency
between the curriculum of secondary VET Schools and post-secondary higher vocational
schools will be important for providing further education to secondary VET graduates and
ensuring a coherent education. Establishment of a Graduate Tracking System within Monitoring
and Evaluation function is important for observing the impact of VET on employment. These
should be institutionalised and division of responsibilities in their implementation should be
made clear. While the quality of the VET schools is raised, this quality has to be communicated
to the public and to private sector so that VET schools can also become points of attraction.
Sustaining the outcomes should not only be perceived at the Operation level and policies
should be supportive as well towards the enhancement of the quality of VET schools. Selection
of the qualified students should also be a priority for sustaining the quality level in VET schools,
which can be achieved by skill tests on students. Policies should also be supportive of flexibility
in the VET easing all sorts of horizontal and vertical transitions. VET secondary education can
also be taken under economic encouragement schemes encouraging more VET schools in
different occupational areas by private sector. Structured programmes should be established to
raise cooperation among VET schools and the private sector. The Boards and Committees in
VET schools should continue dialogue with private sector enterprises.
The institutional and financial sustainability of KUYAP depends on the successful establishment
of TSCC’s, which will constitute a permanent skills improvement opportunity for the employees
and employers. Once they are established, efforts can be streamlined within a more
coordinated structure; and they will be the main instruments in ensuring sustainability of the
KUYAP results, provided that they function effectively, they can analyse the needs regularly,
organise workshops and trainings, and provide consultancy and logistical support to SMEs.
TSCCs’ capacity development activities are expected to be sustained for the staff of chambers,
social partners, members of provincial employment and vocational training boards, etc.
However, to ensure political support and create awareness among the enterprises, the results
and best practices of this operation need to be disseminated in all suitable platforms by TOBB.
The Operation has laid down the foundations for the establishment of a successful national LLL
system in Turkey. The capacity of DG LLL has been strengthened to a large extent and a Policy
Paper, a National Strategic Plan and Provincial Action Plans have been developed. To ensure
the sustainability of the achieved results of LLL, a Post-Operation Sustainability Plan has been
developed covering draft Law, Strategy and Action Plans, Information and Awareness Raising
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(including Web Portal), Qualifications and Quality Assurance, RPL, Vocational Guidance and
Counselling, Teacher Protocols, Monitoring and Evaluation. Protocols with the TOBB, TİSK
and TÜSİAD on the provision of workplace training for at least 900 teachers shall enable
sustainability of the trainings. Nevertheless, sustainability of the policies requires strong political
support, since there is no specific budget allocated for LLL yet, and it is not clear how MONE
shall sustain the achieved/to be achieved results of the Operation. Therefore, specific
budgetary allocations need to be made for LLL, in parallel with the LLL strategy. Additionally,
clear investment incentives and regulatory arrangements need to be designed for encouraging
investments in education and training regarding LLL focusing both on employers and trainees.
1.6. Causing Effects
The reasons behind the performances of the Operations have been summarised, according to
the criteria below:
1.6.1 Relevance & design









High relevance, since all projects are directly linked with HRD OP, MIPD, Development
Plans and strategy documents;
Beneficiaries are usually well informed about the sector;
Productive cooperation exists between the MoLSS/ECCD, EUD and beneficiaries at
programming level;
Often over-ambitious project design and objectives
Complex design often combining various components (e.g. TA and supply) with different
procedures and progressing at different paces;
Uncoordinated planning and implementation of components (contracts) instead of
coordinated and interlinked implementation
Non-fulfilment of planned preconditions as mentioned in the Terms of Reference (e.g.
lack of legal basis, availability of supplies)
Lack of efficient utilisation/flexibility to make use of the inception phase in order to redesign the initial concept and adjust to new realities;
Indicators of intended results often not quantifiable, measurable, attainable or timebound (SMART)
1.6.2. Efficiency






Long preparatory phase (> 24 months) between identification and start of operation
making re-adjustment and re-planning necessary
Delayed start / contracting of main component
Delayed start of tendering and contracting creating constraints for completion of
activities within project period, undermining overall project results
Seldom availability of EU and Turkish experts, means and other inputs according to plan
Input and activity-oriented monitoring instead of result-oriented monitoring
Inflexibility to adjust to changing needs and project environment
1.6.3. Effectiveness
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3



High staff turnover from the beginning at Operations’ beneficiaries
Activity / Output control rather than Result / Outcome monitoring
Frequent policy changes, institutional re-structuring/establishment
units/departments, frequent staff changes at all levels at the OB sides.
of
new
1.6.4. Impact prospects


Timely adoption of drafted legislation not ensured
Wider dissemination of project results on other regions in order to ensure structural
impact
1.6.5. Potential Sustainability




Delay in the adoption of legislation/institutional structure leaving project outputs in
uncertainty;
Key factor to success and sustainability is political commitment
Sustainability of pilot projects and their successful dissemination often not ensured and
no such further dissemination plans exist
Project duration often not long enough to enable sound and long-term assessment of
potential sustainability
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
2. SCOPE OF THE EVALUATION
2.1. Overview of the HRD OP Priority Structure
Turkey is benefiting from the Instrument for Pre-Accession Assistance (IPA) funds towards the
alignment with the Community acquis in the fields of employment, education & training, and
social inclusion. The main objective of IPA is to assist the beneficiary countries during their
efforts towards European integration; and implementing the reforms needed to fulfil the
Copenhagen criteria for EU membership. Through IPA, Turkey has access to:





IPA I (Transition Assistance and Institution Building)
IPA II (Cross-Border Cooperation)
IPA III (Regional Development)
IPA IV (Human Resources Development)
IPA V (Rural Development)
HRD OP sets out the programming basis of Turkey for receiving assistance from IPA funds with
regard to human resources development and addresses the main challenges of Turkey in the
areas of employment, education and training, and social inclusion.
HRD OP has a seven-year of duration, which is being updated in accordance with the Multiannual Indicative Planning Document (MIPD) and Multi-annual Indicative Financial Framework
(MAFF).
The overall objective of the HRD OP is “to support the transition to a knowledge-based
economy capable of sustainable economic growth with more and better jobs and greater social
cohesion”.
The HRD OP sets out five priorities:





Employment
Education
Lifelong learning
Social assistance
Technical assistance
Relevant measures for each of these priorities cover also increasing the labour force
participation of women, improving administrative capacity of public employment services,
enhancing the link between the labour market and education, development of LLL, improving
the quality of education, and integration of disadvantaged persons who are at risk of social
exclusion.
The Specific Objectives of the HRD OP are:
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

To take advantage of Turkey’s demographic opportunity window through better
employment, education and social inclusion policies
To reduce regional and territorial disparities
In order to achieve its objectives and to create the intended impact, all intervention areas of the
HRD OP have been elaborated with their connection and contribution to employment. Thus
increasing employment and employability is the crosscutting issue for all four priorities
of the HRD OP.
The HRD OP has been prepared in line with the convergence approach emphasised in the
MIPD and the Strategic Coherence Framework (SCF) aiming at supporting measures
contributing to the decreasing existing regional disparities in Turkey.
Within the NUTS II regions, cities that have potential have been identified as “Growth Centers”
which have been aimed to have pivotal role in promoting growth synergies. Other areas within
the NUTS II (priority 1) regions are referred to as “hinterlands”. The HRDOP covers 43
provinces in 12 NUTS II region located in the eastern part of Turkey.
According to MIPD 2011-13, assistance has been made available to all regions in order to
strengthen the multiple IEREFG effect, still main part to be concentrated on the NUTS II
regions, with GDP below 75 % of Turkey’s average GDP per capita. In order to disseminate the
experience gained during the implementation, the share of the national level, and the Priority II
regions have been decided to be increased to up to 20 and 35 % respectively, towards the
facilitation of a suitable environment for innovative methods; to strengthen the convergence and
partnership between the regions, and towards sharing new approaches and practices among
the regions, and enhancing the absorption capacity towards enabling the utilisation of the
resources within a wider geographical area. The target groups, activities and indicators of the
HRD OP have been also revised in accordance with this approach.
2.2. Priority Axes and Measures1
Priority Axis 1 - Employment: To attract and retain more people in employment, particularly
by increasing labour force participation of woman, and decrease unemployment rates,
especially for young people.
Priority Axis 4 – Social Inclusion: To promote an inclusive labour market with opportunities
for disadvantaged people, with a view to their sustainable inclusion into the labour force and
combat all forms of discrimination in the labour market.
Priority Axis 2 – Education: To enhance investment in human capital by increasing the quality
of education, improving the linkage between education and the labour market, and raising
enrolment rates at all levels of education, especially for girls.
1
Since the main theme of this evaluation is Priority axes 2 and 3, other axes (1 and 4) will not be discussed in detail.
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
The aim of this priority is to increase the access and quality of education especially in
vocational education and training, to provide people with knowledge and skills in line with the
labour market needs and to raise enrolment rates, especially for girls, to enable them to acquire
advanced competencies and skills with a view to decrease unemployment and provide thus
socio-economic development.
PA 2. Specific objectives:
1. To increase enrolment rates, particularly for girls, at all levels of VET,
2. To increase the quality of education especially in VET,
3. To develop innovative approaches to improve linkages between education and labour
market,
4. To promote a “partnership approach” to modernise VET system.
PA 2. Measure 1: To increase enrolment rates, particularly for girls with a view to developing
female human resources and access to labour market.
Specific Objectives

To increase enrolment rates particularly for girls in secondary education and
VET,
To decrease drop-outs or long term absenteeism particularly for girls,
To increase vocational skills and competences of labour force, particularly of
girls and women,
To promote awareness rising for parents on importance of education, especially
for girls.



PA 2. Measure 2: To improve the content and quality in VET.
Specific Objectives




To increase the quality of vocational education and training addressing
curriculum, teachers, learning environment and school managers,
To increase flexibility of the education system by facilitating vertical and
horizontal transitions between different types of programmes in the VET
system,
To make VET an attractive option for students,
To promote coordination and cooperation between social partners, schools
and VET Centres, private sector.
Priority Axis 3- Adaptability by LLL: To increase adaptability of workers, enterprises and
entrepreneurs, in particular by promoting lifelong learning and encouraging investment in
human resources by enterprises and workers.
PA 3. Specific objectives:
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
1.
2.
3.
4.
5.
To promote LLL opportunities under a LLL strategy
To improve the quality of non-formal training
To improve adaptability of employees
To improve adaptability of employers in SMEs
To promote well-functioning of the National Qualifications Systems (NQS)
PA 3. Measure 1: To promote the development and implementation of coherent and
comprehensive strategies for LLL.
Specific Objectives










To provide basic skills and competences especially for the disadvantaged and
women,
To improve quality of non-formal training in line with the LLL perspective,
To develop a comprehensive new approach to valuing learning to build bridges
between different learning context and learning forms and to facilitate access to
individual pathways of learning,
To strengthen the existing VET institutions for organizing VET courses in line with
LLL strategies and according to the ECVET principles,
Promoting the development and implementation of coherent and comprehensive
strategies for lifelong learning,
To support establishment of Occupational Standards Development, Vocational
Knowledge and Skills, Testing and Certification Centres (VOC-TEST) / authorised by
VQA as accredited bodies of occupational standard and qualification development,
testing and certification under the monitoring and supervision of Vocational
Qualifications Authority,
To support establishment and/or development of Education and Training Institutions
(ETIs) in their delivering trainings in accordance with the National Occupational
Standards and to support ETIs for being accredited in the National Qualifications
System and for the establishment of their Quality Assurance structure,
To support training accreditation institutions,
To support the establishment of National Qualification System,
To promote the linkage between LLL, education system and labour market.
PA 3. Measure 2: To increase adaptability of employees and employers by investing more in
human capital.
Specific Objectives



To improve adaptability of employees in SMEs by facilitating their access to
training, in particular for low-skilled workers,
To improve adaptability of employees and employers in the agriculture related
sectors with due attention to the work carried out under IPA V,
To improve adaptability of employers in SMEs by designing and disseminating
innovative and sustainable forms of work organization, which support labour
productivity and quality at work,
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3

To increase training capacities of social partners, NGOs, VET Institutions and
public bodies in order to establish capacity to facilitate adaptability of the
employees and employers.
2.3. Purpose of the Evaluation
European Union Coordination Department (EUCD) of the Ministry of Labour and Social Security
is the Operating Structure (OS) for Human Resources Development Operational Programme
(HRDOP), which is co-financed by European Union and the Turkish Republic within the
framework of IPA.
The “Technical Assistance for Implementation of Human Resources Development Operational
Programme (TA HRDOP)” aims to provide full-time consultancy to the OS in programming,
assessment and selection of the projects, management, monitoring & evaluation. The support
includes also the establishment of a Management Information System.
The EUCD conducts progressive thematic evaluations of the priority axis of the HRDOP,
according to their implementation levels, within an on-going evaluation perspective. The main
purpose of these evaluations is “to follow on a continuous basis, the implementation and
delivery of the Operational Programme and changes in its external environment, in order to
better understand and analyse outputs and results achieved; and progress towards longer-term
impacts, as well as to recommend, if necessary, remedial actions.” Within this context, interim
evaluations of the HRDOP and the Evaluation of HRDOP axis 1 have been accomplished in
2011 and in 2013 respectively.
This thematic evaluation aims to present an analysis of the progress made up to date and
inform the EUCD and Operation Beneficiaries towards taking the required remedial actions in
order to increase the success of the operations under priority axes 2 and 3.
2.4. Scope of the Evaluation
This evaluation has been planned to cover the implementation of the Education and
Adaptability by Promoting Lifelong Learning priorities of the HRD OP.
The list of operations under each measures of the priority axes 2 and 3 are presented below.
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
Measure
M.2.1
M.2.2
M.3.1
M.3.2
Operation
Beneficiary
Date of
Operational
Agreement
Title of the Operation
Budget
Increasing Enrolment
Rates Especially for GirlsI
16 MEUR
Ministry of National
Education (MoNE)
21st
December
2009
Increasing Enrolment
Rates Especially for GirlsII*
10 MEUR
Ministry of National
Education (MoNE)
-
Improving the Quality of
Vocational Education and
Training in Turkey- I
7.65 MEUR
Ministry of National
Education (MoNE)
-
Improving the Quality of
Vocational Education and
Training in Turkey- II*
24 MEUR
Ministry of National
Education (MoNE)
-
Promoting Lifelong
Learning-I
12,7 MEUR
Ministry of National
Education (MoNE)
8th October
2009
Promoting Lifelong
Learning- II*
15 MEUR
Ministry of National
Education (MoNE)
-
Increasing Adaptability of
Employers and Employees
to the Changes in Global
Economy- I
5 MEUR
The Union of
Chambers and
Commodity
Exchanges of
Turkey (TOBB)
-
Increasing Adaptability of
Employers and Employees
in Tourism SectorTourism*
10 MEUR
Ministry of Culture
and Tourism
-
Increasing Adaptability in
the Field of Occupational
Health and Safety*
4 MEUR
MoLSS
* These operations are not included, as they have not started yet during the evaluation.
2.5. Methods of data / information collection, analysis
The data and information that have been utilised for the evaluation have been based on the
following:
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
Review of documents: A considerable number of documents including the policy papers and
development plans of Turkey, previously conducted evaluation reports, the HRDOP, progress
reports of the operations that are implemented under priority axes 2 and 3, sector reports,
documents related to the grant schemes, service and supply contracts of each measure have
been reviewed.
Background analysis has been made, based on the updated statistics and figures that are
included in the HRD OP such as socio-economic indicators and other statistics that are relevant
to priority axis 2 and 3.
An analysis of data and information related to grant scheme implementation has been
made. This includes the information presented in the (a) grant scheme compendia, (b) MIS
data, (c) survey findings and (d) additional data / information obtained from the Operation
Beneficiaries and/or final beneficiaries.
Interviews (82) have been conducted with the Operation Beneficiaries, contractors of service
and supply contracts, and the Team Leaders of the Technical Assistance projects. Senior
Representatives of Operation Beneficiaries and representatives of some contractors have also
been interviewed. Within the Operating Structure, interviews with the relevant units such as the
PMU concerning the management of contracts, PU for the preparation of contracts, QACU for
the preparation of grant scheme guidelines were conducted. Meetings with the representatives
of the selected grant schemes Beneficiary entities for each of the evaluated grant schemes
have also been conducted.
A survey has been conducted with a representative sample of grant scheme beneficiary
entities, and the persons that benefited from the grant schemes (participants). Participant lists
of the training programmes and other activities have been examined in order to determine the
sample size and survey structure, and a questionnaire has been sent to all Beneficiary Entities.
Three field trips to different regions have been organised to meet the relevant stakeholders
as well as some of the final beneficiaries. All of the consultants participated in the two-day field
trips in each province. Provinces in different regions that played an important role in the
implementation of each grant scheme have been selected for the field trips, hence the
evaluation team members travelled to three different NUTS II regions of the country.
Meetings with the grant scheme implementing bodies and Focus group meetings were
conducted with the final beneficiaries of the grant schemes during the field visits, with the
participation of 10 to 12 persons who benefited from the grant schemes. Grant beneficiaries
have been invited from the representatives of different groups according to gender, age,
urban/rural settlement, etc.
Drafting of the evaluation report commenced after the field trips, which included the following
tasks:
 Consolidation of data; collection of additional data.
 Review of interviews conducted
 Review of the focus group meetings
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3




Analysis of indicators related to results
Analysis of indicators related to horizontal issues
Formulation of lessons learned and conclusions drawn
Receiving feedback from the beneficiary
The list of evaluation questions for the OP level and strategic documents; Priority Axis and the
measure levels are presented at the table below:
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
2.6. Evaluation Questions
Levels
OP level and
strategic
documents
Priority Axes
Level
Description
Analysis of the current adequacy
of the priority axes / measures
against the objectives of the
OPHRD.
Analysis of the degree of
integration with the horizontal
principles of HRD OP.
Analysis of consistency with
national priorities.
Analysis of consistency with EU
policies
Analysis of the implementation of
the measures / operations in the
context of the priority axis
objectives, including compliance
with the horizontal principles;
Main conclusions;
Recommendations
Operations
Level
Analysis of the implementation of
the projects in terms of
efficiency and financial
performance
Achievement of
- Performance indicators;
- Outcome indicators;
- Sustainability of results;
Evaluation questions
The socio-economic context of the policy field, identification of major developments,
changes that have occurred during the implementation
How did the implementation of HRDOP and particularly the priority axes 2 &3 affect the
policy area?
In which way are the operations under the Priority Axis 2 & 3 providing adequate
instruments for contributing to the HRDOP general targets and to the objectives of the
Priority Axis 2 & 3?
To what extent did the activities contribute to Europe 2020 objectives, and the objectives
of the National Employment Strategy and Action Plan?
What are the best practices and lessons learned which could be used as models and
multiplied for future interventions?
What are the fields in which there are problems, bottlenecks and how should these be
addressed?
Are the objectives of the operations consistent / in line with the National and EU
strategies?
Do the operations respond the needs of the target groups and are the qualities of design
logical?
Are the planned activities, outputs and outcomes appropriate to achieve the objectives?
Are the operations in line with other funding for the same target-groups and the same
objectives? Is double funding avoided?
Are there suitable and informative OVIs?
Which kinds of projects and actions have been implemented?
Are there regional differences?
Which are the characteristics of the project promoters? Which competence and
experience do they have?
RELEVANCE
What is the relevance of the measures, operations (when they are designed /and at
present)?
Is the intervention logic of the measures, operations holding true?
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Main conclusions regarding:
- most significant achievements;
- success factors;
- problems observed in the
implementation of projects and causes of problems;
Identify best practices;
Recommendations for
improvement.
Are the planned activities, outputs and outcomes appropriate to achieve the objectives?
Are the OO, PP and results clear and logical, do they address clearly identified needs?
Is the PP achievable in the measure (operation) framework?
Are there suitable and informative OVIs?
Is sustainability an integral part of the design?
Is the design sufficiently taking crosscutting issues into account?
Have the relevant cross cutting –horizontal issues (gender, environment, human rights
and good governance) been adequately mainstreamed in the project design)
Is the design supported and owned by the main stakeholders? Have they been
Involved in the design?
Are coordination, management and financial arrangements clearly defined? Do they
support institutional strengthening and local ownership?
EFFICIENCY
How well is the availability / usage of means / inputs managed?
How well is the implementation of activities managed?
How transparent were selection and awarding procedures, which is the bureaucratic
burden for project promoters, and how can it be reduced?
Does the Monitoring Information System work effectively in order to allow an adequate
programme monitoring and sound management?
How shall be the monitoring system improved?
How well are outputs achieved?
How well is the partner contribution / involvement?
EFFECTIVENESS
To what extent have the intended results and purposes been achieved?
IMPACT
What are the direct / indirect impacts of the measures on the target beneficiaries?
What are the impacts of the measures on the cross- cutting (horizontal) issues?
SUSTAINABILITY
Financial / economic viability?
What is the level of ownership of the measure by target groups, prospects for
sustainability of ownership?
What is the level of policy support provided and the degree of interaction between project
and policy level?
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How well is the measure contributing to institutional and management capacity?
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2.7. Composition and Major Tasks of the Thematic Evaluation Team
Name of the Expert
Yochka ANASTASOVA
Position
Pool Leader
Assignment Period
February – April 2014
Tasks







Ayla HEKIMOĞLU1
Pool Leader
April – June 2014







Associate Prof. Bülent
TARMAN
Senior Evaluation Expert
February – June 2014


Acar ŞENSOY
Senior Evaluation Expert
May – June 2014

Analysis of relevant documents
Leading, guidance & coordination
Development of the Evaluation Model
Development of Online Questionnaires, Interview
Guidelines, Focus Group Formats
Conducting interviews and focus group meetings
Drafting overview of the HRD OP priority structure,
measures and objectives
Quality Check of the reports developed by the team
members
Analysing and making a synthesis of the outputs of the
evaluation experts and draft the Thematic Evaluation
Report
Development of a presentation for the workshop
Conducting a workshop with Beneficiaries and
Stakeholders on the main findings of the evaluation study
Analysis of relevant documents
Conducting interviews participating focus group meetings
Development of Background Analysis
Analysis of consistency with national and EU policies and
priorities, taking into consideration recent policy
changes/developments
Preparation of a comparative analysis, including statistical
data and indicators, for measuring the impact of the
projects and priority axes 2 and 3
Review of the MIS data and drafting a document on the
performances of the grant scheme
Analysis of relevant documents
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






Esra GEDIKLI
Junior Evaluation Expert
February – June 2014



Ayşe Betül KIYIKLIK
Junior Evaluation Expert
February – March 2014






Zeynep ÇAKIR2
1Replaced
2Replaced
Junior Evaluation Expert
March – June 2014

Drafting two evaluation reports (1. Promoting Lifelong
Learning, 2. Improving the Quality of Vocational Education
and Training in Turkey)
Development of two presentations on LLL and IQVET for
the workshop
Analysis of relevant documents
Correspondence with the stakeholders for the organisation
of interviews, focus group meetings
Review, revision and translation of Online Questionnaires
Development of field visits plan / schedule
Conducting interviews / participating in focus group
meetings
Drafting meeting & focus group notes
Drafting two evaluation reports (1. Increasing School
Enrolment Rates Especially For Girls 2. Increasing
Adaptability of Employers and Employees to the Changes
in Global Economy)
Development of two presentations on IEREFG and KUYAP
for the workshop
Analysis of relevant documents
Review, revision and translation of Online Questionnaires
Contacting all GBs of LLL grant scheme to update their
contact details to distribute online questionnaires
Conducting interviews participating focus group meetings
Drafting meeting & focus group notes
Follow up the implementation of the online survey for the
grant beneficiaries (including the distribution of the
questionnaires & collection of the results)
Processing the data (SPSS/other) and development of the
survey analysis report
with Yochka Anastasova as of April 2014.
with Ayşe Betül Kıyıklık as of March 2014.
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3. BACKGROUND ANALYSIS
The population of Turkey has reached to 76.667.864 in the end of 2013, which is expected to
reach 89.172.088 in 2050. Turkey has the youngest population among the EU countries, having
almost half of its population under the age of 30.
The education level of the young population in Turkey is one of the lowest among the EU
member states. While the average rate of population of 20-24 years old that finished at least
secondary school at the EU 28 countries is 80.3%, this ratio is 54% for Turkey. This indicates
that providing appropriate education for the school age and other young population will continue
to have paramount importance and priority.
Turkey is one of the founder members of the OECD and the G20, which has a rapidly
developing economy with modern industrial and commercial sectors existing alongside the
traditional businesses and agriculture. Although it ranks 19th in the world in terms of 2013
GDP, and economically progressing well, structural problems such as sharp regional disparities,
the prevalence of businesses with a low return on investment activities and serious challenges
in terms of human resources development and gender equality persist.
Despite its rich entrepreneurial tradition, many of the most common business activities in
Turkey yield low returns. Agriculture constitutes the 23.6 % of total employment (TurkStat,
2013) and micro-enterprises and self-employment constitute the majority of firms, which provide
the largest share of employment but accounts for less than 10% of total value added. Mediumsized enterprises are the most dynamic sector of the economy.
Turkey also suffers from the informal employment, 83 % of which occurs in the agricultural
sector (TURKSTAT, 2013).
Human resources development and gender equality are important challenges for Turkey, which
lags behind in education, and there are immense gender gaps in literacy rates. The World
Economic Forum (WEF) Gender Gap Index2 ranked Turkey 124th in the world in 2012, far
behind all of the western countries and several of the Asian, African and Arab states. Turkey’s
HDI outcomes are far lower than they should be in comparison to countries of similar per capita
GDP, mainly due to low educational levels and gender inequality. On the preparedness for the
knowledge economy, Turkey ranked 69st in the 2012 World Bank Knowledge Economy Index.
This situation implies that in order to comply with the requirements of a modern society, and for
meeting the requirements of the labour market, it is necessary to equip people with necessary
knowledge and skills. Hence Turkey has to tackle with low enrolment rates in secondary
education; gender inequality; improving girls’ school enrolment; improving vocational and
technical education and promoting lifelong learning.
The Turkish government, having recognized these challenges, set strategic development goals
toward stable growth, more equitable income distribution and increased global competitiveness
linked to the transformation to an information society. The Tenth Development Plan, 2014-18 is
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based on qualified human resources, innovative production and sustainable high growth,
liveable places and sustainable environment and international cooperation for development.
The plan aims to provide qualified human resources through raising the quality of education,
promoting innovative production by aiming a growth strategy based on macroeconomic stability
human capital and labour market, technology and innovation, physical infrastructure and
institutional quality. Liveable places will be increased by reducing regional disparities,
evaluating the potential gain at all regions and supporting competitiveness and environment
management. Alongside this Plan the government’s action plan contains separate short and
medium-term plans that translate the broader objectives of the Development Plan into specific
operational actions according to the responsibilities of individual ministries and government
agencies, while the Programme for Harmonisation with the EU acquis provides a detailed plan
outlining specific actions to be implemented in order to fulfil the requirements of the EU
accession.
3.1. Turkish National Education System
In Turkey MoNE is charge of the administration of the education system. Recently Turkish
Government initiated a number of structural reforms. These include the changes in primary and
secondary education curricula to promote learning and skills development; introducing studentcantered and interactive teaching techniques and extra-curricular activities; extending the
compulsory education to 12 years (in 2012). The new compulsory education consists of three
levels. Each four years of successive compulsory education corresponds to primary, lower
secondary and secondary education consecutively.
Ambitious targets for secondary education (by 2014) have been set for increasing gross
enrolment to 90%; reducing regional inequalities; reducing dropouts to 5%, hence increasing
completion rate to 96%; increasing schooling for girls; and providing free transportation in rural
and underdeveloped areas.
MoNE has been restructured in the beginning of 2013, where 4 different vocational education
directorates have been merged to form a unique directorate general. The former DG for
Apprenticeship and Non-formal Education has been transformed as the DG for LLL. These
frequent and sudden changes on the governmental policies and the education system, without
through deliberate on their consequences, have had considerable negative effects on the
students, teachers and the families.
Although improvements such as increasing the number of school buildings and classrooms
have been made, Turkey’s challenges regarding the education system continue. These include
the improvement of equity between regions, urban and rural areas; meeting the needs of
disadvantaged students; preparing qualified teachers and administrators; improving access to
and completion of upper secondary education, improving vocational education and training
(VET), tertiary education; strengthening the links to the labour market; and allocation of
sufficient budgets for education. Especially 12 NUTS II regions, which have the worst socioeconomic conditions and highest numbers of students per classrooms, require close attention.
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3.2. Formal Education
The Turkish national education system has two components: Formal education, which is
conducted for individuals at a certain age group and at the same level, under the programs
developed according to the purpose. Formal education covers pre-primary, primary, lower
secondary, secondary, and higher education institutions. Non –formal education aims to equip
the adults with basic literacy and vocational skills, towards creating opportunities for
employment and improving living standards.
Four years of each primary, lower secondary and secondary education is compulsory. In lower
secondary education there are optional and selective courses in line with the students’ abilities,
progress and choices. Secondary education comprises all formal education and non-formal
VET institutions. Higher education includes two-year post-secondary VET programs, four-year
bachelor degree programs, and master and PhD programs. It is possible to place VET
secondary school graduates to the related fields of the two-year higher education institutions
without examination.
As it is has been made compulsory in 1997, full attendance to 8 years of education has been
reached in Turkey; and improvements were made in the lower secondary school attendance, as
well as in the sex ratio, due to the increase of the compulsory education to 12 years. In 2012/13
Education year sex ratio has been 100,59 in Primary School, 102,94 in Junior High School and
Equivalent, 94,15 in High School and Equivalent, owing to the 12 years of compulsory
education (including non-formal education). However, gender disparity in attending secondary
schools between girls and boys is the highest not only in the OECD but also in the entire
European and Central Asian region. For every three boys, there are merely two girls in Turkey
who complete secondary education. This is due to the patriarchal pattern of Turkish society,
which favours boys, where girls are given less chance for education. Hence, fewer young
women are equipped with the knowledge and skills needed for information society.
Currently, students at age 13.5 are academically selected and sorted into (upper) secondary
schools based on results in a national examination. According to the recent legislative change,
all secondary high schools have been changed to be “Anatolian secondary high schools” and
students who cannot obtain the necessary marks for the Anatolian High Schools, shall be
registered to the VET schools according to their marks.
Both secondary and tertiary education attainment in Turkey are lower than the OECD averages.
Compared to the OECD average of 82%, only 43 % of 25-34 year-olds in Turkey have attained
secondary education; and as compared to the OECD average of 39%, only 19% of the students
have attained tertiary education2.
Concerning the quality of education, in the academic year 2012-2013, the average number of
students per classroom is 28 for general secondary education, while it is 34 for vocational and
technical secondary education. The number of students per teacher is 20 for primary schools,
16 for secondary schools and 15 for vocational and technical secondary schools in the most
current academic years. In terms of annual expenditure per student in primary education,
2OECD Education Policy Outlook, 2013
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Turkey ranked the last with 2 000 $, while the OECD average per student was 8 000 $. With
regard to secondary education, Turkey again ranked last with 2 000 $ per student, while OECD
average was 9 000 $. In tertiary education, the USA has the first place with 25 000 $ per
student, while OECD average was 13 500 $ per student. Turkey was not placed in the list, as it
did not send its data.
Despite the improvements in PISA and TIMSS, Turkish school children are still performing
much poorer than the EU and OECD countries.
3.3. Vocational Education and Training (VET)
VET includes technical high schools for girls and boys, trade and tourism schools, religious high
schools, and health vocational high schools. In addition, there are 2 years post-secondary
higher vocational schools and technical and vocational education faculties of the universities.
The VET is a very complex system in Turkey, and there are about 36 different schools exist in
VET secondary education. VET schools provide training in 228 occupations, where
approximately 7,000 module booklets covering 62 job families and 228 branches representing
all sectors in Turkey are being utilised for VET teaching.
Compulsory education to 12 years did not cause any structural changes in Anatolian upper
secondary schools and religious upper secondary schools. However, vocational upper
secondary schools have been adversely affected because of the converting of regular upper
secondary schools to Anatolian upper secondary schools and limited number of students
getting placed to the Anatolian upper secondary schools. There is a significant increase in the
number of students and class sizes in vocational upper secondary schools. This is resulting
from the transformation of secondary education began in 2010. Vocational school managers
and teachers stated that students' motivation level is quite low and their readiness levels are
quite insufficient. Moreover, a lot of these vocational school students’ absences have been
reported and their school dropout rates have been elevated.
Although vocational and technical schools remained as upper secondary schools with one-year
extension, their curricula, student intake, physical capacities and teacher qualities stayed as
before.
Nevertheless, Religious Vocational Schools (İmam Hatip) have been affected by this law. Some
of the newly created lower secondary schools have become automatically Religious (İmam
Hatip) Lower Secondary Schools This meant that Religious Vocational Secondary Schools
might have more intakes from Religious Lower Secondary Schools.
All these arrangements also had an impact on Vocational Educational Teachers’ employment.
Since the number of relıgious schools is increased, there is a huge demand for teachers for this
type of schools. However, there was no structural policy creation for both teacher recruitment
and teacher education for VET.
One of the possible shortcomings of the new system for VET is the policy that pupils can
graduate from open upper secondary schools. This might hinder practical education of pupils in
private sector. Because the structure of regular education is different than the open upper
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secondary schools and the practical education in open upper secondary schools might not be
strictly controlled unlike the regular VET schools.
According to the new regulation3 religious upper secondary schools are gaining a status of
privacy via diverging from the Vocational Upper Secondary Schools. This meant that the
religious schools would not be counted as VET schools.
In the new system all public upper secondary schools was converted into Anatolian Upper
Secondary Schools (AHS). Students who are not placed to AHS were forced to VET schools.
Thus, VET schools become a mandatory choice for those students who do not get enough
points to enter the academic upper secondary schools. This condition caused two main
problems: First problem is lowering the quality of VET schools. Second problem is increasing
the number of students and class sizes of VET schools. This increase causes a problem for
both the quality of VET schools and employment in Turkey.
However, there are considerable issues, which need close attention with regards to the VET
system in Turkey: major deficiencies exist in the delivery of basic education skills to students in
VET schools as emphasis is given on vocational training. Shortage of competent science and
mathematics teachers is another issue, which requires attention. Due to the selection process
at the end of 8th grade, more prestigious and academically oriented secondary schools register
successful students, leaving the others to the vocational high schools, which along with the high
number of students in each classroom, further decreases the quality of education at the VET
schools. This creates a major problem for their career enhancement, as the scarce quality
higher education institutions require a national level placement examination where VET
students generally score badly and end up not being placed in a university.
Besides the lack of up-to-date training skills of the educators, there is also lack of
technologically appropriate equipment at the VET schools. Hence due to the insufficiency of the
education, skills mismatch exist between the skills of students and the skills demanded by the
firms. Lack of flexibility in adapting to the changing national comparative advantages resulting
from globalization is another major problem. Reputation is another important problem of the
VET system in Turkey, as the public generally better appreciates academic knowledge and
education and this perception informs the opinion of many parents, students and educational
guidance teachers. According to the recent study conducted by the ETF “The poor reputation
of VET in Turkey stems from VET students being from lower socio-economic backgrounds and
mostly with poor academic performance. With regards to selection, this is coupled with a lack of
centralized skills test before entering into VET schools and lack of proper guidance. With
regards to placing students in specialized departments, while there are some indicators/tests
utilized by some schools for some fields, there is a lack of centralized policy to ensure tracking.
With regards to minimizing dropouts, the new education law of 4+4+4 obliges drop outs to enrol
in open high school, yet it does not involve any specific actions to prevent high risk students
from quitting. Here again, our interviews indicate some model policies developed by some
schools and NGOs based on ensuring better guidance and coaching these students. Finally,
with regards to apprenticeship and job placement, VET students and graduates have some
3
MONE Ordinance (2014) Decreasing the variety of VET schools
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hardships due to the high social value placed on university education and lack of stronger ties
between their schools and local businesses”4.
The main problem in formal VET in Turkey is the low enrolment rate. In 2011, the OECD
average in the level of secondary VET schools is 44.0 % (50.4 % in EU Countries). Although
enrolment to secondary level VET schools is close to the OECD average in Turkey, graduation
rates with 25 % is still well below the OECD average of 47% (in 2011). This is partly due to the
curricula of the VET schools, where theoretical courses are taken in the first year, similar to the
general high schools, and vocational and technical courses start in the second year. Therefore
students, who generally have lower rates of academic success, have a tendency to drop out.
According to MoNE, enrolment in upper secondary VET has increased considerably since 2003
and reached to 51 % as compared to 36% in 2012.
Student Selection and Placement Centre's (SSPC) data reveals that the vocational and
technical schools have the lowest success rate in higher education entrance examinations. In
2012, only 7.06% of 227,283 VET students could be placed in a four-year degree program. But
in general secondary education, the 30.24 % of the 487.314 students who applied last entrance
exams for higher grades were placed in an undergraduate program.
Besides the insufficient numbers, quality of the teaching staff at the VET schools is also
problematic. According to YOK, the number of students per teacher is 72 in post-secondary and
higher VET schools. Additionally, the curricula of the post-secondary and higher VET schools
are not complementary with the secondary VET programmes; and furthermore, these programs
are not in line with the labour market requirements.
Graduates of VET technical faculties have difficulty in finding jobs as teachers, since education
faculties receive students according to their academic successes. The lack of dialogue between
the YOK and MONE jeopardises the effectiveness of the VET teacher training system.
A protocol for strengthening the VET was signed between the Ministry of Science, Industry and
Technology and MoNE in 2012. It aims to provide vocational and technical training in
accordance with the requirement of the job market; strengthening the education and
employment relationship; application of the active labour market policies efficiently; and to
increase the capacity of the vocational schools. It is also aimed to build new VET secondary
schools in organised industrial zones, in order to enhance the employability of labour, and
towards combating with the unemployment. It is expected that establishing close and long
lasting ties between business and schools shall tackle the skills mismatch problem.
The consideration of the Religious High Schools, whose purpose is to train religious personnel
for various private and public institutions, as a part of the vocational education system is
another important issue in Turkey, since substantial part of their training is neither vocational
nor technical which makes this categorization questionable. Therefore, situating Imam Hatip
Schools together within the VET complicates all efforts towards the improvement of the system.
4
Mapping of VET educational policies and practices for social inclusion and social cohesion Country Study: Turkey
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3.4. Non Formal Education - Lifelong learning
Non-formal education (lifelong learning) covers all educational activities and citizens who have
never entered the formal education system or are at any level of it, or have left.
Lifelong learning activities in Turkey are carried out by Public Training Centres affiliated with the
General Directorate of LLL of the MoNE, public institutions, social partners, universities, NGOs
and private organizations.
In 2013 Turkey has 4.0 % LLL adult participation (24 - 65). This is much lower than the EU 28
average of 10.4 %. Despite the implementation of a number of EU assisted projects over the
last years, which have accelerated adult education and training programs and stimulated new
adult education perspectives in Turkey, this area still requires special attention.
Following are some of the public institutions providing adult education and training in Turkey:
Public Education Centers (PEC) provide non-formal education for individuals with different
age and educational levels. These courses include literacy; vocational social and cultural
courses; language courses; and other application-based courses that are conducted on
demand and the availability of a teacher.
There is at least one public educational centre in each NUTS II Province, whose number
increase according to the population. There is no assessment regarding the effectiveness of the
PECs’ up to date. However, there are efforts towards increasing their effectiveness. The
General Directorate of LLL at MoNE is currently working on this issue and the Quality
Assurance of the courses offered by the PECs, and the LLL Strategy Paper envisages bringing
about the relevant regulations for PECs’.
Vocational Education Centers (VEC) are designed for those who completed primary school
education and were not able to move to the following educational levels. The courses are based
on providing individuals with the knowledge and skills for a specific job, which are called
“apprenticeship training, master training” and so on. These courses are proven effective in
integrating individuals who have little or no educational background into work and to industrial
life.
Girls’ Technical Education (Maturation Institutes) is designed for female citizens who
completed the primary school education (ISCED 1) and were not able to move to the following
educational levels. These programs last two years, which may be viewed as an equivalent of
lower secondary education, but they include also specific vocational courses, such as textile
work, tailoring etc.
Tourism Education Centers (TEC) provide non-formal theoretical and practical education,
lasting for 30 weeks, where candidates are offered various courses concerning food, beverage,
and cooking, kitchen work, as well as accommodation, tourism and travelling. These courses
supply qualified personnel for the tourism sector. At the end of the training, the students are
placed to tourism companies for gaining practicum.
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3.5. Employment
Levels of inactivity are high in Turkey and growth potential is hampered by serious skills
mismatches. Regulations concerning the labour market, constraints the capacity to create new
jobs and encourages informal arrangements which have negative impact on productivity.
Companies and firms, which function informally and usually invest less in human capital, have
limited access to finance and they cannot participate in innovative activities and networks.
According to 2012 EUROSTAT, 27.020.000 people were economically active in Turkey where
the activity rate of 53.3% is rather low compared to the EU 27 countries rate of 71.8%. Among
the active population, labour force participation rates for male 71.0% and for female population
29.5% demonstrate also the low participation of women.
Elementary school graduates constitute a large portion of the labour force In Turkey and there
are approximately 2.5 million illiterate people, constituting about 9% of the total workforce. The
number of people having elementary school or less educational levels is about 15 million.
These statistics reveal that a considerable part of the workforce in Turkey consists of individuals
with low education levels. Higher education graduates have the highest participation rate in
2012 in the labour force with 79.1%, the lowest being the illiterate people.
According to 2012 EUROSTAT, the employment rate in Turkey is lower than the 27 EU
countries, despite its young population. Although the male employment rate (69,2%) is very
close to the EU27 (69,8%), female employment rate (28,7%) is considerably lower than the
EU27 average of 58,5%, suggesting that efforts for the promotion of women employment had
not shown much success. Although statistics indicate a lower unemployment rate with 8.1%
than EU27 countries of 10.5%, there is a deterioration regarding the female employment. While
male unemployment rate dropped from 8.7% to 7.6% between the years 2007-2012, female
unemployment rate has increased from 9.1% in 2007 to 9.4 % in 2012.
Several changes took place in Turkey to narrow the educational and unemployment gap
between advantageous and disadvantageous groups. Although legislation provides positive
discrimination towards the disadvantaged groups such as women and disabled people, it
appears that more efforts are needed for the accomplishment of significant changes. People
with disabilities face additional challenges in integration into the labour market. According to the
TURKSTAT survey on people with disabilities: 41.6% of the persons with disabilities are
illiterate. 40.5% are literate who have elementary school diploma, and only 18.4% have a
secondary or tertiary education attainment. Consequently, only about 22% of this population
participates in the labour force (MoFSP statistics).
Youth unemployment has been considered a particular problem of the Turkish labour market
where unemployment among young people prevails to be significantly higher than the general
unemployment figures.
Child labour is still a big problem in Turkey, particularly in the less developed areas of the
country’s Eastern provinces, which is a stark contrast with the Turkey’s new 12-year
compulsory education. Although Turkey’s rural population and employment in agricultural sector
is on the decline, child employment in rural areas increases. Majority of working children in rural
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areas are mostly employed (or forced to work) in agriculture, industry and services sectors at
very young ages (between the ages of 6 and 14).
Despite the relatively better position of Turkey in financial crisis in EU and OECD countries
since 2008, there are still structural problems about youth employment and child labour
especially in rural areas where Conditional Cash Transfer programme seems to have limited
impact on child labour.
Youth unemployment is still at the core of the link between quality of education and creation of
jobs. Turkey needs to improve both fields.
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4. EVALUATION RESULTS
PRIORITY AXIS II
There are two operations, which are under evaluation in Priority Axis II.
4.1. IEREFG
Operation Beneficiary is Ministry of National Education (MoNE).
The overall objective (OO) of this operation is to enhance investment in human capital by
increasing the quality of education, improving the linkage between education and the labour
market, and raising enrolment rates at all levels of education, especially for girls.
The purpose of this Operation is to increase enrolment rates particularly for girls in secondary
education and Vocational Education and Training (VET), to decrease drop-outs particularly for
girls, to increase vocational skills and competences of labour force, particularly of girls and
women, and to promote awareness-raising for parents on the importance of education, especially
for girls.
Location of the Operation is Turkey (Prioritization: 12 NUTS II regions and nation-wide) - Pilot
Provinces are; Ağrı, Muş, Siirt, Erzurum, Diyarbakır, Şanlıurfa, Adıyaman, Yozgat, Rize, Giresun,
Elazığ, Çankırı, Tokat, Hatay.
Duration is 24 months (03.05.2011-02.07.2013).
Target Groups are students, particularly girls at the age of secondary education, who dropped out
or under the risk of dropping out in education and who cannot access secondary education due
to cultural obstacles; parents of girls who are not willing to send their children to school and/or
cannot afford it; and teachers, especially those providing psychological and vocational guidance
to students is the target groups of this operation.
4.1.1. Relevance
IEREFG has been designed in conformity with the Operational Program (OP) and the Policies,
Development Programmes of Turkey; and it is still highly relevant to the needs and present
policies and prevailing socio-economic conditions of Turkey.
Substantial system changes have taken place in Turkish education system since the
development of the Human Resources Development Operational Programme (HRDOP) in 2007:
Compulsory education increased to twelve years and the primary and secondary education has
been re-defined into three levels (primary, lower secondary and upper secondary education) of
four years each in 2012. Introduction of this radical educational system change has altered the
environment where IEREFG was planned to be implemented and created delays, as some of the
outputs needed to be re-designed. The enrolment targets have been met due to the increased
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compulsory education, however, now the need is mostly in the areas of increasing the
attendance rates, especially of girls, and the quality of education.
Another area resulting from the system changes, which requires attention, is the non-formal
education. Often families, specifically in the priority regions, do not want to send their daughters
to school due to several factors including early marriages, lower socio-economic conditions,
traditions that do not value education for girls, the lack of attractive modular VET programmes
etc. These families, in order to fulfil their obligations towards compulsory education, enrol their
daughters to open secondary schools. Moreover, open secondary schools can hide and put the
child labour out of sight, which constitutes a significant problem in the region where children, in
poor economic conditions, once start to earn money tend to dropout easily.
Design of IEREFG includes three components, service, supply and grant. However, the absence
of SMART indicators of achievement prevents the assessment of the achievements.
4.1.2. Efficiency
Despite the difficulties that have been faced during the implementation, the Operation IEREFG
has been completed without major problems in July 2013, owing to the high ownership and
commitment at the Directorate General for Vocational Education and Training of MoNE (DGVET).
Major educational reforms; re-structuring, replacement of the Team Leader (TL) and Key Expert
II (KE II), lengthy decision-making processes at MoNE; and lengthy Addendum process with
regard to necessary changes to the ToR contributed considerably to the serious delays in
implementation. After the re-structuring at the MoNE, the Projects Coordination Unit’s (PCU)
functions regarding IEREFG have been transferred to the DGVET and the changed procedures
and administrators at MoNE, while the project was on going, created uncertainty and confusions,
hence, caused difficulties and delays at initial stages of the implementation.
Another difficulty has been faced resulting from the accreditation of the Ministry of Labour and
Social Security (MoLSS) in 2012. The management responsibility for the service and supply
components of IEREFG was transferred from CFCU to the MoLSS after the accreditation and
CFCU has continued to manage the grant component. The misunderstanding and confusion
about the respective roles of the MoLSS and CFCU, especially regarding the implementation of
the grant scheme, has created some difficulties for the grant beneficiaries.
Regular monitoring and follow up of the progress in service component has been carried out and
Monthly Management and the Steering Committee (SC) Meetings were held regularly. The SC
comprised of major actors in the field including NGO’s, which facilitated information sharing and
fruitful discussions. Regular monthly management meetings between MoNE, TA and EU
Delegation allowed for practical solutions to day-to-day problems.
Although Ministry of Family and Social Policies (MoFSP) is one of the major stakeholders of
IEREFG, due to the re-structuring process at the MoFSP, where high staff turnover led to unclear
roles and responsibilities, required participation and ownership by the MoFSP could not be
attained.
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
Efficient cooperation was established with the municipalities in most provinces, but particularly in
the South-eastern part of Turkey, political context restricted optimum contact with the
municipalities, which had limited the number of family visits in the region.
Close cooperation has been established with the universities and NGO’s such as Mother Child
Education Foundation (ACEV) and CATOM, as well as with the local actors and opinion leaders
such as imams and muftis’, local TV stations and press at the provincial level, which contributed
to awareness raising. Information sharing has mostly been achieved via brochures, local imams,
village muhtars, opinion leaders and local press. Coordination with the Development Agencies
(DA) also contributed to finding boarding solutions to students, through SODES projects, who
were not able to attend school outside their village of economic/logistical reasons. The Operation
made extensive use of the guidelines produced earlier by UNICEF.
Regarding the supply component, almost three years of gap between the needs analysis and
actual procurement had also negative consequences on the efficiency and effectiveness of the
Grant Scheme (GS).
Implementation of the Grant component has been adequate. Budgets of grant projects have been
completely spent generally and most of the planned activities were implemented. However,
difficulties of transport / access to villages in the remote areas have been faced; Management
Information System (MIS) at the MoLSS could not be used effectively. The grant beneficiaries
have faced some difficulties in communicating with the relevant persons.
In addition, some of the grant beneficiaries with limited financial capacities experienced problems
related to their obligations for co-financing; and the eligibility of some costs and payments have
been problematic for some of them due to unclear and/or wrong information received. Problems
in financing for the GBs have also been experienced due to the late payment of the last %20 of
the project budget. Most of the administrators and teachers of MoNE, who have been involved in
the project as GB or participated in activities needed to make personal sacrifices, who mostly
resented high level of commitment to the projects’ objectives.
Under the TA component, 3 study visits were realised on guidance and counselling to EU
countries; approximately 1500 people including university students have been trained to conduct
family visits; 198 guidance teachers from 43 project provinces, formators (teachers of training) in
16 pilot provinces were trained, which then trained 1,440 teachers and 430 university students.
Targeted families and students have been interviewed and their individual needs have been
reported. Not only awareness raising activities have been conducted within the project, but also
different courses on personal development / vocational subjects have been provided.
Communication activities and spot films targeting awareness raising had been quite effective
throughout the country. The textbooks and manuals have been disseminated through the
website.
4.1.3. Effectiveness
Operation aimed four Result Areas:
44
THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
Under Result 1, towards the improved capacity of MoNE and other stakeholders for monitoring
and decreasing dropouts, 16 Provincial Research Reports and Action Plans were developed. 2
preparatory and 80 implementation workshops, info-meetings for education directors of the
provinces were conducted. However, since budgets were not foreseen in the design,
implementation of the activities foreseen by the provincial action plans necessitated additional
funds.
Under Result 2, for increasing the quality of psychological guidance and counselling services at
schools and Guidance and Research Centres (RAM), with specific emphasis on those in the
YIBOs, Guidance and Counselling Manual has been developed, Training of 198 Formators was
realised and 1440 Counsellors/Teachers and 430 students were trained. 3 study visits to
Germany, Austria and United Kingdom were conducted; 15 modules of Student Support Program
(SSP) were developed; and 8,239 students received support.
Under Result 3, 1200 visits to schools and families in the villages within the grant projects have
been made for awareness raising on girls’ education. They have been effective on the increased
enrolment rates to formal education, as well as to open high schools. As a result of 3,828 family
visits, 2790 students were enrolled to secondary education.
The delay in the purchase and the distribution of the incentive packages in 18 provinces has not
only affected the school teams who had promised the packages earlier to the families, but has
also reduced their expected benefits.
Under Result 4, in order to raise awareness of parents and educational partners on the
importance of education and on the dropout problem, 3 TV spots were broadcasted; booklets on
access to education and posters were distributed. Local authorities, opinion leaders, principals of
pilot schools, counsellors, role models, representatives of NGOs, parents and students were
reached through 16 provincial conferences.
The main objective of the Operation was to ensure continuity of girls’ education after 8th grade,
since many of them were dropping out or getting married. The grant projects in the field have
been successful in raising the awareness towards girls’ education. Among the target groups,
most of the girls successfully enrolled and continued to 9th grade, and some of them have
continued their education to the university level.
4.1.4. Impact
The overall objective (OO) of this operation is “to enhance investment in human capital by
increasing the quality of education, improving the linkage between education and the labour
market, and raising enrolment rates at all levels of education, especially for girls”.
Even though increase has been observed in girls’ enrolment rates, main challenge remains as
the dropout rates. Instability of MoNE policies and structures, frequent staff turnover at all levels,
and lack of experience at the provincial level appear as problems that create other challenges
and undermine impact prospects.
Thousands of students have enrolled to 9th grade, and the targeted numbers have been
exceeded, partly owing to the created awareness. However, many students have been enrolled
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
to ‘open high schools’ rather than formal education; and now the focus is on the attendance rates
as well as the quality of education. It is also expected that equipping teachers with the necessary
material, labour market needs, and gender-sensitive educational programs in the long-term shall
be reflected in the labour force participation of women.
4.1.5. Sustainability
Considerable capacity has been built at the provinces, especially at the provincial directorates of
MoNE and training will continue through the trained formateurs. Textbooks and curricula
developed by the Operation are still in use. The sustainability of the provincial action plans, which
are being implemented through ownership taken by the provincial directorates, depends on the
commitment of the local administrators and actors in the future.
In the disadvantaged regions where socio-economic development lags behind, social integration
is an issue because of migration and student population is high. Number of classrooms is
insufficient to cover all students; students in rural areas need transportation and/or
accommodation. Therefore, infrastructural requirements for schooling require continuous and
increased financial support and it is essential to identify the needs realistically and allocate the
available resources according to the priorities.
Interviews with the stakeholders revealed that the most important obstacle for the sustainability of
grant projects is perceived as limited financial capacities of institutions, which are also important
for co-financing. Although most centres established through the project (such as libraries,
ateliers, laboratories, education centres etc.) are still functional, financial assistance of the MoNE
and SODES funds are limited and financial sustainability of some of the grant projects is at risk.
Local cooperation and local administrations’ support at the provincial level is also vital for
sustainability of the Operation’s results.
4.2. IQVET
Overall Objective (OO) of this operation is to promote investment in human resources by
increasing the quality of VET; and to improve the linkages between the labour market and
vocational education.
Specific objective (Operation Purpose) is to increase the quality of vocational and technical
education and training; to increase the flexibility of the education system; to make VET an
attractive option for students; and to promote cooperation between social partners, schools and
VET Centres and private sector.
Location(s): Turkey (Nationwide, focusing on 21 pilot provinces in Priority 1 and Priority 2
Regions)
Duration: 24 months
Target Groups:
• Students in vocational high schools, post-secondary and higher vocational schools, informal,
non-formal education institutions and centres,
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
• Teachers, school managers and counsellors in vocational high schools and post-secondary
higher vocational education institutions
• Students who cannot continue into higher education, graduates of vocational high schools and
post-secondary higher education institutions
• Employers, employees, trade unions and NGOs representing business
Operation Start / End Date: 22/05/2012 - 22/05/2014
Budget: Total Budget of the Operation is 7.650.000 €
IQVET has three components including service, supply and grant scheme.
4.2.1. Relevance
MoNE, MoLSS, İŞKUR, the Higher Education Council (YÖK), Vocational Qualifications Authority
(VQA), employers’ organisations, trade unions and private sector are the main actors of Turkey’s
career guidance system, who all participated to the design. The Operation was embedded in a
national strategy; and later into the VET Action Plan of 2008/2012, with a view to reducing
unemployment through promoting human resources.
The relevance of the Operation continues as the VET system still faces important challenges.
Although the numbers of VET schools are increased significantly, by 273 % (IQVET Thematic
Evaluation, Tables Vet Schools and Student 2006 and 2011), it remained behind the increase of
the number of students in VET schools (497%) between 2006 and 2011; and the average
number of students in VET schools rose from 238 to 379 in the same period. The enrolment rate
increased from 39% to 44% between 2007/08 and 2011/12. However, the enrolment rate is still
behind EU 27 level as percentage of boys and girls in upper secondary education enrolled in
vocational stream is 55,5 % for boys and 44,8% for girls for EU (27) in 2012 and 45,6% for boys
and 42,1% for girls in Turkey (EUROSTAT).
Poor reputation of VET schools is still one of the main factors behind the lower enrolment rates.
While this can be partly attributed to the dominance of students with lower socio-economic status
in VET schools, and lower academic performance, poor quality of education and capacity
problems as well as lack of effective orientation and vocational guidance of VET schools, and
insufficient education employment relationship also plays a role in the poor reputation factor.
Another important issue is the lack of sufficient qualified human resources especially in the areas
of guidance and counselling. The general and vocational guidance in schools are very limited and
are provided by the schools’ guidance and psychological counselling services, which focus on
personal and social counselling rather than career and vocational guidance.
Difficulties in horizontal and vertical transition among formal and non-formal programmes of VET,
as well as between various levels, through RPL is another challenge faced by the VET Schools in
Turkey. Although the new system increased the flexibility to an extent where transfers from the
secondary education to VET were made possible until the 11th grade, and 10% of post47
THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
secondary VET graduates are allowed to pass to four-year higher education, the lack of
coherence their programs is an obstacle for transition.
Access to universities is still difficult for VET graduates; and Post–Secondary Higher VET schools
have infrastructure and teacher shortage. Inconsistencies exist between the curricula of
secondary VET schools and the programs of post-secondary VET schools. Problems in the
delivery of employable skills add to these problems and result in high dropout rates within the
post-secondary VET schools, which is another big challenge to be tackled.
The collaboration between the VET schools and the private sector, towards the establishment of
a successful VET system promoting employment opportunities, is also problematic. The
challenges faced by the private sector are not monitored in cooperation with the private sector
and the training curriculum is not revised and developed according to the needs of the private
sector.
Functioning apprenticeship system can facilitate to a large extent to transition from school to work
adapting students to work by providing theoretical training in VET schools and vocational training
centres while the practical training is given in enterprises. Apprenticeship mechanism also faces
some challenges. Quality of apprenticeship and trainings, inequalities regarding resources in
schools in relation to teachers’ hours allocated, lack of sufficient industries in some
underdeveloped regions add to the problems. Commitment of the private sector should be
maintained.
The design of the Operation has taken into consideration the aforementioned problems to a great
extent, hence, the results and the activities were designed coherently towards addressing the
major issues. Specific objectives include raising the quality of VET training, curriculum
development, training of teachers, creation of a learning environment, raising flexibility of the
system, facilitating vertical and horizontal transitions, raising awareness, and increasing
cooperation with the private sector.
However, while the objectives address the main problems in VET education, and the target
groups to be supported were selected carefully, the Operation has some design problems. The
design ambitiously requires the implementation of high number of activities, including the
development and adoption of full-fledged curricula, several study visits within a rather short
duration; and the set indicators of achievement are the stages to be completed, rather than being
SMART.
As most of the pilot provinces were selected from the Eastern and South-eastern parts of Turkey,
the activities did not allow feedback from different regions with different characteristics, which
prevented having an overview representing the whole country. Inclusion of some western
provinces would allow adaptation of best practices in the Eastern provinces.
4.2.2. Efficiency
The availability of means for implementation was sufficient; however IQVET encountered some
problems due to the short execution time, as compared to its demanding nature, and too many
activities.
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
Re-structuring at MoNE caused ambiguities on the roles and responsibilities of the staff, and the
bureaucracy caused serious delays in implementation. Besides, difficulties were encountered in
managing the 17 study visits and replacement of two key experts aggravated the implementation
problems.
Furthermore, the recent changes in the education system and restructuring in secondary
education caused delays, leaving no time for in the implementation of the new curriculum.
Nonetheless, owing to the innovative solutions and the measures taken to mitigate the risks, as
well as the fruitful cooperation among the TAT and MoNE, implementation of the activities has
been managed to a large extent. The non-cost extension of six months is expected to allow
completion of the envisaged activities including the implementation of the new curriculum at least
for one term.
Voluntarily involved MoNE teachers and CoHE academicians could not fully focus on the
curriculum development, and difficulties were also encountered in finding qualified local experts
for self-evaluation work, and not much experience existed in this area. However owing to the
involvement of several participants with different experiences, including teachers, academicians,
and sector representatives facilitated fruitful discussions and different points of view, which
contributed to the quality of the outputs.
Self-evaluation faced some implementation problems due to lack of sufficient qualified staff and
in some schools there was reluctance to answer some questions on issues such as leadership.
This situation also triggered the reluctance by some schools in participating in self-evaluation.
Most of the outputs due were completed. Detailed reports were produced at the end of each
study visit reflecting the observations and the suggestions of the participants. Proposals for the
Quality Development Centre, and a Strategy Report for Quality Assurance were prepared which
included an Action Plan that touches a lot of critical issues on quality assurance to be taken into
consideration later by the Beneficiary. Guidelines and Manuals on NQAS and Self Evaluation
guideline for VET schools were prepared. During the curriculum revision and development,
occupational mappings were prepared on diverse areas. Training materials were prepared in line
with the training curriculum. Several materials were prepared for raising awareness on VET
education.
Partner contribution was reported to be satisfactory as most of the workshops included
participants of different partners: Activities regarding the establishment of the Quality
Development Centre involved TAT experts and academicians, and preparation of the VET
Strategy Report for Quality Assurance involved a large group of 42 participants. Study visits
included participants also from social partners such as TESK, TİSK, TOBB and sector
representatives. Curriculum revision and development involved branch teachers from secondary
education, institutions affiliated to MoNE, academicians, sector representatives, VQA and Board
of Education representatives, CoHE representatives as well as representatives from private
sector. Involvement of students was also realized in the public communication activities and in
‘My Perfect School ‘Competition.
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
Concerning the 8 lots of equipment within the supply component for a variety of equipment for
VET schools and laboratories, procurement of 3 lots has been accomplished, and tendering of
the remaining 5 lots is on going.
The Grant Scheme is expected to start in August 2014.
4.2.3. Effectiveness to date
Despite the intensive workload posed by a high number of activities within a limited period,
results of the Operation are expected to be achieved to a large extent.
The National Qualification Centre under DG VET has been established, which is fundamental to
taking forward the National Quality Assurance (Result (R) 1). Noticeable achievements were
made on the establishment of a National Quality System (NQAS). The Draft VET Strategy Report
including ımplementation guidelines on Self Evaluation for the establishment of NQAS and the
Strategic Action Plan for implementation have been finalised and submitted for approval, which is
expected to pave the way for the accreditation of the VET institutions. Towards this end, Concept
Papers addressing accreditation, approval and assessment, improving career guidance and
counselling services in VET, accommodation for learning and teaching including equipment and
materials and ICT, cooperation and collaboration for improving VET sector were prepared.
Study visits organised to EU member states have broadened the perspectives and raised
knowledge of different groups of participants on the NQAS. Trainings have helped to build the
capacities for the implementation of the NQAS. A Draft Quality Management Standards Manual
has been produced. It includes national standards against which all VET institutions could be
judged which will create better trust in VET, which can also be used for accreditation in the future.
NQAS Reference and Guide Manual including Self Evaluation was prepared.
The current legislative structure (R 2) is being analysed by the legislation Study Group, which
was formed from VET school managers. The study group shall also be making proposals
towards the establishment of active cooperation between VET institutions and the labour market.
91 Draft Occupational Analysis and occupational maps in 22 areas were prepared towards
increasing the quality of VET prior to curriculum development (R 3). Curriculum was revised at
2nd, 3rd and 4th levels and curricula were developed at 5th level. Framework teaching programs,
and related programme analysis documents in 12 areas for the 4th and 5th level occupations
were prepared. The restructuring in secondary education caused serious delays in the
implementation of the new curricula. However as the Operation has been extended until the 21st
of December 2014, some pilot implementations shall take place.
Training of trainers (ToT) took place; and study visits were made to Sweden and Denmark for
improving the capacity of administrators and teachers (R 4).
Training has been organised for the Occupational Guidance and Career Counselling Working
Group established within Occupational Guidance and Carer Counselling Services in order to
improve vocational guidance and counselling services (R 5).
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
Under R 6, Increased Attractiveness of VET, several public relation activities were undertaken to
raise awareness and preference towards VET schools. Career and info days were organised in
21 pilot provinces; sector seminars have been organised with the participation of school directors,
teachers, and representatives of the private sector, trade associations, social partners and local
media.
Achievement of these results shall contribute to the achievement of the Operation’s Purpose. The
quality Development Centre within MoNE shall function towards ensuring quality assurance in
training. Resulting from the training and study visits; capacity of teachers and school
administrators have developed, who were trained on vocational guidance and counselling
addressing a serious weakness in VET education. The study visits have raised also the
perspectives and visions of many different participants in the system where they had the chance
to observe different systems and institutions in VET education and started to think about most
appropriate solutions for Turkey. The renewed curriculum has been adapted to the needs of the
private sector.
Additionally, the Operation has triggered cooperation among the social partners such as TISK,
TOBB, TESK, İŞKUR; and between the schools, VET Centres and the private sector through
their involvement in several activities where they have constructed dialogue with each other.
Communication activities have contributed to awareness building on VET education.
4.2.4. Impact
The Overall Objective of the Operation is to promote investment in human resources by
increasing the quality of VET and improving the linkages between the labour market and
vocational education.
The implementation of the new curriculum in the pilot provinces, which has been developed
through joint efforts with the private sector responds better to their needs and is likely to have an
immediate impact since the occupational areas most in need for qualified human resources have
been included. Students will be educated more in line with the recent needs of the labour market.
The implemented activities also started the creation of linkages between the labour market and
vocational education. During the workshops where sector representatives were also included,
such as the revision and development of training curriculum, dialogues have been established
between the staff related to vocational training and sector representatives who communicated
their needs while VET staff discussed how these needs could be best addressed by the revised
and developed training. Furthermore, these workshops and the various communication activities
including seminars allowed the sector representatives to realize the trend of positive change
within the VET institutions, which could raise their interest towards VET graduates.
Information sessions applied to participant pilot schools increased the awareness of staff on the
forthcoming activities related to quality assurance and helped them to prepare for these activities.
Trainings delivered to self-evaluation centres increased the knowledge and awareness of school
representatives on self-evaluation. Furthermore, the VET institutions learned how to have a
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
critical look at themselves observing their strengths and weakness individually which could lead
to establishment of individual school strategies.
Information meetings allowed the participants from the schools to raise awareness on Quality
Assurance in VET education, and promoted the dialogue between central staff and local school
participants.
Teachers in higher vocational schools and secondary VET schools were provided vocational
guidance and counselling training. These trainings are likely to create impact through the
services these trainees can deliver after the trainings.
Significant level of awareness began to be created with public communication activities including
conferences, brochures, competitions, Operation web site, events and social media among both
students and parents, which could have impact on preference towards VET education.
The Operation is expected to have positive impact on the economic situation of the students as
they will have a better potential to be recruited in new jobs due to having a better VET education.
NGO involvement is expected increase since they participated in the workshops and became
familiar with the issues. As NGO involvement will be needed in raising VET quality and
establishing linkages with the labour market, the Operation will have positive impact on the
capacity development of NGOs.
As the VET schools involve in more occupational areas this will also decrease gender gap since
some occupational areas will strengthen women employment.
4.2.5. Sustainability
The developed national strategies, development plans, Operational Plans and establishment and
sustainability of the National Quality Assurance System (NQAS) depend on their backing up by
national budgetary commitments.
Since the Operation’s focus has been on completing the planned activities and fulfilling the
responsibilities, implementation of other necessary activities required additional funds which have
been a problem e.g. some of the schools needed more technical support as compared to others
for self-evaluation, which in turn required recruitment of additional experts, which made pressure
on the budget.
However, as the beneficiaries demonstrate full ownership of the outputs produced, they are
expected to be sustained. Ownership is also demonstrated by the commitment for the second
phase of the Operation, which is expected to ensure the establishment of NQAS and Self
Evaluation as well as the accreditation of VET institutions.
Nevertheless, the following issues are critical for sustaining the results achieved by the Operation
in the future:
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3









Sustainability of trained staff in the new Quality Development Centre is fundamental to the
success of this Centre in the future. Furthermore, newly recruited staff to work in this
centre should be trained appropriately and gain the required skills to work in the Centre.
Quality Development Centre as a coordinator of Quality Assurance in VET has to perform
as an independent structure and be open to the private sector for achievement of the
overall objectives.
Continuous cooperation with the labour markets enabling perception of the new potential
sectors and needs regarding skills and continuous revision of the training curriculum
accordingly is fundamental to updating the VET system and sustaining the needed quality
in VET schools. The revised curriculum should be tested and the findings should be
reported systematically. Meetings must be organised among VET Schools and
enterprises as businesses have a direct interest in recruiting successful graduates and
these meetings have also a potential to create common understanding between the
private sector and the VET students.
Continuous training of teachers at national and local level especially with revised
curriculum is critical to sustaining training quality and in VET schools with a view to
updating human resources as an input and responding sufficiently to the changing needs
of the private sector.
Continuous training of staff at national and local levels for vocational guidance and
counselling is strategic for combating lack of sufficient staff in this regard, controlling the
drop-outs and creating preference for VET institutions in the future. Increasing the number
of student counsellors and job counsellors is critical to change the image of VET schools
and guide students. Job counsellors are critical on establishing a bridge between the VET
schools and the labour market.
Systematic comparisons of consistency between the curriculum of secondary VET
Schools and post-secondary higher vocational schools will be important for providing
further education to secondary VET graduates and ensuring a coherent education.
Establishment of a Graduate Tracking System within Monitoring and Evaluation function
is important for observing the impact of VET on employment. Undertaking Tracer Studies
in this respect is crucial for tracking the graduates. These studies should be
institutionalised and division of responsibilities in their implementation should be made
clear.
Systematic feedback from the provinces should be sought to observe operations at local
level.
While the quality of the VET schools is raised, this quality has to be communicated to the
public and to private sector so that VET schools can also become points of attraction.
Sustaining the outcomes should not only be perceived at the Operation level but policy support is
needed as well. Policies should be supportive of raising the quality of VET schools and providing
right counselling services for the students. Selection of the right students should be a priority for
sustaining the quality level in VET schools, which can be achieved by skill tests on students. In
this regard, geographical proximity to residence should not be a sole criterion and a selective
process such as skill tests should be applied also to students who could not be placed to
Anatolian High Schools so that those students are prevented from following schools irrelevant
with their talents, which is also likely to trigger dropouts in VET schools.
In case of high schools whose status change and become VET schools, their curriculum has to
be changed so that these schools become ready to function within their new status.
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
Policies should also be supportive of flexibility in the VET easing all sorts of horizontal and
vertical transitions. Transition criteria in this regard should be clear and should also allow
international comparisons for international transitions. Transition among formal and non-formal
training, secondary high school education and VET schools should facilitate to raise also the
attractiveness of the system.
VET secondary education can also be taken under economic encouragement schemes
encouraging more VET schools in different occupational areas by private sector.
Structured programmes should be established to raise cooperation among VET schools and the
private sector. The Boards and Committees in VET schools should continue dialogue with private
sector enterprises. In this framework at macro level curriculum development for VET schools
should follow the needs assessments made on the labour market.
PRIORITY AXIS III
The other two operations, which have been evaluated, are under the PA 3.
4.3. KUYAP
Operation Beneficiary: Union of Chambers and Commodity Exchanges of Turkey (TOBB)
Overall Objective: To increase the adaptability of employees and employers in 15 growth centres
by investing more in human capital for the sake of more sustainable economic growth.
Specific objective (Operation Purpose): To strengthen the capacity of SMEs, capabilities of
employees and employers by providing them with work-based skills and by increasing the
training and consultancy capacity of chambers of commerce, chambers of industry as well as
chambers of commerce and industry.
Location(s): 15 growth centres
Duration: 24 months
Target Groups: Employees and employers of SMEs operating in specified sectors and staff of
chambers and other social partners
Operation Start / End Date: 11/02/2013 – 10/02/2015
Total Budget of the Operation: 5,000,000 Euro
KUYAP is composed of a service and a supply component.
4.3.1. Relevance and quality of design
This operation is designed in conformity with thematic and regional focus approach of the Human
Resources Development Operational Programme (HRD OP) and has been structured around a
number of converging actions in order to increase the adaptability of employers and employees in
SMEs in 15 growth centres. The operation will contribute not only to the realization of HRD OP
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
priorities, but also to those of 9th Development Plan, the Government’s programme and latest
SME Strategy, which emphasizes the importance of increasing competitiveness.
In these 15 Growth Centres, KUYAP has been tackling with some of the most important
challenges faced by Turkish SMEs: the lack of awareness in benefits of investing in human
capital and adapting to changes of global economy; addressing the need to build up the capacity
of SME support organisations, Vocational Training actors and social partners; and to create
synergies for the provision of training to SMEs.
Three main purposes of this Operation are; to develop and support the capacity and knowledge
of employers and employees; to develop the capacity of Chambers, social partners and public
institutions; and to support the SMEs; develop and maintain the coordination between these
organizations.
Thematic focus of the Operation is on increasing the adaptability of employees and employers in
SMEs, and raising relevant skills and competencies. Although there are various means of
adaptation, KUYAP gives priority to training, as its absence is the main challenge for adaptation
to changes. Hence, KUYAP’s design aims to achieve its targets via awareness raising, training,
consultancy services and establishment of networks.
KUYAP’s implementation started in February 2013 long after its design in 2008, which created
certain difficulties since it does not entirely match with the current situation, and the planned
activities are rather ambitious which are complex and require the engagement of hundreds of
stakeholders in 15 locations of Eastern Anatolia. This set-up makes planning, implementation
and collaboration challenging and hampers efficiency and effectiveness. The 8 result areas are
too ambitious to be achieved within the time span of the Operation, given the tight schedule of
activities.
Six Chambers in different Operation provinces have been identified as partners, according to the
interest and commitment level of the chambers. 15 beneficiary chambers are mainly participating
in the activities and trainings locally, however, reportedly, they did not get involved in the
design/implementation phases actively, which reflects a design-related short-coming.
4.3.2. Efficiency of implementation to date
Operation mainly targets the GC’s and Union of Chambers and Commodity Exchanges of Turkey
(TOBB) as the main Beneficiary institution. TOBB contributes to the Operation budget with cofinancing of 750,000 Euro, shared by the six partner chambers involved in the implementation,
where other beneficiary chambers are attached to in terms of management and coordination.
TOBB and the TA Contractor generally have efficient communication and good relations.
KUYAP’s Team Leader (TL) has resigned at the first stages of implementation and the new TL
has started to work in January 2014, after eight months of absence, being one of the reasons of
the serious delays and problems that KUYAP has faced. Due to the time limitations, an extension
is expected to be provided to complete the trainings, which constitute the majority of the
Operation’s activities.
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One of the most important challenges that this Operation is facing seems to be the lack of
coordination between the Beneficiary and the relevant stakeholders. There are 15 chambers and
lots of stakeholders involved in Operation implementation, which makes coordination essential.
Absence of TL for eight months, lengthy approval procedures and delays depending on various
reasons such as lack of qualified offers etc., chamber elections that coincided with the critical
periods in implementation, and lack of resources in general have created the delays and
undermined efficiency. The difficulty of finding experts in small provinces such as Kars, Elazig,
Van, Batman etc. reportedly added to the late availability in resources/delays in activities.
Tender for supply (equipment for TSCC) has been launched as three lots, however the delay of
the procurement of the IT equipment which suffered from compliance requirements with the
procedures prevents the chambers from preparing the physical infrastructure of the TSCCs.
Almost half of the Operation resources in man/days and incidental budget have been used so far
and the experts deployed have covered the activities related to Operation’s visibility and
awareness raising, preparation of training strategy and modules, strengthening the capacity of
chambers and TSCC’s training capacity, and enhancement of cooperation among stakeholders
for supporting SMEs have been achieved. However, difficulties in finding local experts in the 15
GC have negatively affected the implementation, which suffers from a general lack of operational
capacity. Almost all the Operation experts in the 6 TSCC locations are from other cities in Turkey
and there are still positions to be filled in Elazığ and Gaziantep.
However, these bottlenecks have started to evolve positively including the human resources
issues with a new TL to complete the team, and the recruitment of the last LTNKE’s needed to
complete the KUYAP team to serve the 15 locations.
Training modules are being prepared based on the results of the needs analysis, which was
conducted in each province, and on the best practices in EU.
Major output to be delivered by the end of the Operation is the establishment of six TSCC’s in
Ankara, Elazığ, Erzurum, Gaziantep, Samsun and Sivas, which suffers from the delays
experienced in the supply component. As the establishment of the centres is not completed, the
conditions for the implementation of most Operation activities were not met yet. This delay
causes a significant risk for the timely completion of Operation, as half of the duration has already
passed and one year is left for implementation.
1st SC meeting has been conducted in July 2013 with the participation of social partners such as
the Small and Medium Industry Development Organization (KOSGEB), Turkish Employment
Organization (ISKUR), Chamber representatives, DA’s, Confederation of Turkish Trade Unions
(TURK-IS), Centre for Labour and Social Security Training and Research (CASGEM), Turkish
Confederation of Employer Associations (TISK) and EU-Turkish Business Centres (ABIGEM),
which allowed for a cooperation platform, where plans and intentions were also discussed.
Monthly management meetings are conducted on a regular basis.
4.3.3. Effectiveness to date
KUYAP has seven results:
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
Under Result 1 “Employers and employees raised their awareness on the need for more training
and consultancy for increasing adaptability and competitiveness”: Visibility plan is being
implemented as planned, and visibility materials are expected to be completed in June 2014.
Awareness raising meetings took place in each of the 15 GC with high interest and participation
including chamber presidents, governorship representatives, municipalities, DA’s, KOSGEB,
ISKUR representatives etc.
Under Result 2 “Training needs and trainings already provided for employees and employers in
the growth centres were identified and training modules were prepared”. An overall training
strategy and action plan have been developed according to the TNA results, which reveal a
homogenously low level of knowledge on adaptability as a common feature. 15 workshops were
organised in each GC to receive chambers’ and stakeholders’ feedback on the training
programme and modules were developed.
Under Result 3 “The level of knowledge and skills of employers was increased to raise their
adaptability”: Delivery of training to employers in 15 GCs has recently started and is on going.
Under Result 4 “The level of knowledge and skills of employees was increased to raise their
adaptability” Delivery of training to employees in 15 GCs has recently started and is on going.
Under Result 5: “Capacity of chambers in providing trainings and contributing in lifelong learning
was improved” Support to establish and run 6 TSCCs is on going. Elaboration of a sustainable
institutional and financial model for TSCCs and identification and analysis of institutional capacity
building needs are still under preparation.
Under Result 6: “Staff of chambers, social partners, Provincial Employment and Vocational
Training Board staff and CASGEM staff increased their training capacities to be trainers”
Preparation on training materials and programme for the training of trainers is in progress. 10
training events are planned to be conducted in the next period.
Under Result 7 “Cooperation and coordination among relevant stakeholders was enhanced”.
Establishment of online databases is on going. Database for KUYAP was installed on TOBB
servers and KUYAP web portal is now operational and accessible. Website includes materials
regarding adaptability approaches on business, as well as information about KUYAP Operation.
Organization of practical trainings for teachers will start in June 2014.
The Operation purpose (PP) is “To strengthen the capacity of SMEs, capabilities of employees
and employers by providing them with work-based skills and by increasing the training and
consultancy capacity of chambers of commerce, chambers of industry as well as chambers of
commerce and industry”
Chambers involved in the Operation will be conducting training activities for the employers and
employees of the enterprises which have more than 50 employees, in the organised industrial
zones according to the needs identified. The benefits of the Operation will mostly be for the five
partner chambers where TSCC’s will be established. However, 15 beneficiary chambers expect
the Operation to be supporting manufacturers in the internationalisation of their activities, which is
why target group of SME’s have been identified among the companies with potential. Around
5000 employees are planned to be trained until the end of Operation (February 2015) and the
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remaining time appears too short for their completion, therefore, the remaining period will be
crucial for consolidating the position of the Operation and achieving demonstrable results.
4.3.4. Impact
The Overall Objective (OO) of KUYAP is “To increase the adaptability of employees and
employers in 15 growth centres by investing more in human capital for the sake of more
sustainable economic growth’
Provided that the Operation activities can be completed as planned, it is likely that employers’
and employees’ adaptability to the changing conditions in the global economy can be raised to
some extent. Their competitiveness, production quality, integration with other markets can be
increased. Employers’ awareness can be raised so that they will continue to provide training
opportunities for their employers, who have not participated in the training organized within the
framework of this operation.
TSCC’s to be established within chambers are expected to provide services to all SMEs in their
regions. They will also constitute a model for other chambers in Turkey. Additionally, considering
the needs in the sector, opportunities may be created, whenever feasible, to benefit the members
of different employment organisations in the field from the services/trainings to be provided by
TSCC’s in the future. However, functioning of these TSCC’s is very limited at the moment, and
likelihood of achieving the targeted impact can only be evaluated in the following stages of
implementation when the TSCC’s will be more functional.
Trainings for employers and employees, which have recently started are expected to have longterm effects. The increased capacity and thereby competitiveness of the SMEs are likely to
produce wealth and thus, contribute in the socio-economic development of the region. The
increase in the capabilities of SME employers and employees will provide human capital
development in the region and this will help the region to attract more investment. SMEs that
cannot participate in the trainings are also likely to be motivated by seeing the long-term benefits
of the operation for the SMEs which participated in the events.
However, a number of steps in the implementation process are interdependent and a delay in a
particular activity will have a consequential effect on the others. The Operation heavily relies on
the co-operation of a number of stakeholders, hence, the local Chambers of Commerce and/or
Industry are expected to ensure that delays will be avoided and the momentum can be
maintained in the following stages of implementation.
4.3.5. Sustainability
The institutional and financial sustainability of the Operation depends on the successful
establishment of TSCC’s. Chambers already carry out certain training activities for companies.
Through the establishment of TSCC’s, their expenses and efforts can be streamlined within a
structure and therefore, will be more coordinated. After the completion of the Operation, the
centres will continue to function within chambers, therefore, training will be among the services
provided by chambers to the SMEs and SMEs will pay in return for the services.
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Provided that their establishment can be completed effectively, TSSC’s will be the main
instruments in ensuring sustainability of many activities in the operation, such as updating needs
analysis regularly, which are expected to create the foundation for future trainings to be
organized.
Moreover, these centres will bring an institutional change into the chambers, by helping the
operation go beyond training provision, through providing incentives in the form of training,
technical and logistic support to SMEs, which will constitute a permanent skills improvement
opportunity for the employees and employers. Training of trainers provided for the staff of
chambers, social partners, members of provincial employment and vocational training boards,
etc. will also enhance the long-term effects of the Operation.
Once successfully established, it is planned to prepare a long-term institutional model, which will
serve to sustainability of the TSCC’s in the long run.
Furthermore, the database and website are likely to ensure sustainability of coordination among
the relevant actors. TOBB is committed to update and sustain the database and website.
The practical trainings for the vocational school teachers to be conducted in the next phase are
likely to enhance the sustainability of the operation, since the teachers shall be enabled to train
students more in line with the needs of the enterprises.
To ensure political sustainability, the lessons learned and results of this operation need to be
disseminated to the policy makers in all suitable platforms by TOBB. In addition, to raise the
awareness level among the enterprises, best practices and success stories need to be
disseminated effectively.
4.4. LLL
Operation Beneficiary is the MoNE.
Overall Objective: To promote the development and implementation of coherent and
comprehensive strategies for lifelong learning
Specific Objective (Operation Purpose): To establish an institutional framework and capacity
within LLL perspectives in line with EU practices so as to support individuals’ access to education
for increasing employment opportunities within a system designed to value learning.
Location(s): Turkey (Nation-wide, focusing on 43 provinces in 12 NUTS II regions by means of 12
pilot provinces)
Duration: 24 months
Target Groups: The operation target groups include, teachers, students in VET institutions,
illiterate adults especially unemployed women in 12 NUTS II regions, unemployed adults
particularly women, staff of MoNE and VQA. The operation also focuses on unskilled and lowskilled adults, formal and non-formal education providers, VET institution managers and VOCTEST Centres.
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Operation Start / End Date: 26.05.2011 / 01.09.2013 (Service)
Total Budget of the Operation: 12.700.000, 11,725.244,88 € spent by now.
4.4.1. Relevance and Quality of Design
Lifelong learning is all purposeful learning activity undertaken on an on-going basis with the aim
of improving knowledge, skills and competence, as defined by the European Commission within
the European Employment Strategy.
Turkey made some efforts regarding the LLL. MoNE has developed a LLL Strategy, and an
Action Plan, and LLL Policy paper under the EU supported SVET Operation, LLL Strategy
included also the facilitation of qualification-based horizontal and vertical transitions between the
institutions and stages of education. Besides, several Operations and programs have been
implemented lately to support LLL; and Turkey participated in many international mobility
programmes that are funded by the EU.
Despite these efforts, according to 2010 data, engagement in LLL is rather low in Turkey (2.5 %),
which is lagging behind the EU average (9.1 %); illiteracy is still high. Programmes that are
provided in the Public Education Centres (PEC) do not match the needs with regard to
employability and social integration, and awareness on PECs among public is rather low.
Besides, VET institutions lack qualified teachers and equipment; and teachers face adaptability
problems on the implementation of the new modules. There are no sound statistics regarding
non-formal education to enable thorough planning in these areas.
Therefore “Promotion of Life Long Learning” is still highly relevant as it addresses the
shortcomings that still prevail in this area. It has been appropriately designed towards the
achievement of the objectives and the results that have been set, and logical coherence exists
between them and the activities. However, the design has been proved to be over-ambitious and
unrealistic for achieving these objectives within two years and the time allocated to several
activities, especially training has proven to be too short to deliver the envisaged outcomes. The
ToR, being too precise, did not allow flexibility for the evolved needs and conditions. Another
design weakness is the definition of the indicators of achievement, which are output-based
indicators underlining the achievements with regard to the delivery of the targeted outputs, rather
than demonstrating the achievements against the objectives.
MoNE has designed the Operation to a great extent where participation and contribution of other
related institutions, social partners, and NGOs have not pursued.
4.4.2. Efficiency of implementation to date
The “Promotion of Life Long Learning” has 3 components namely Service, Supply and Grant.
The service component, with 7.4 million Euro budget, commenced on 26 May 2011.
Under the supply contract, the equipment to be supplied was initially organised under 3 lots.
Procurement of the IT equipment and office furniture have been realised, however, the tender
regarding the procurement of the server has been cancelled.
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Under the Grant Scheme, 43 Operations from 28 different provinces were deemed eligible to
receive support and a total of 5.3M Euro was granted. These grant projects were successfully
implemented between May 2010 and May 2011.
The overall implementation has been reportedly adequate although problems / delays occurred
during the execution of the Service Component, resulting from the restructuring at MoNE, where
the Projects Coordination Unit (PCU) has been abolished and coordination responsibility has
been transferred to the DG LLL, which was established as a replacement to the formerly
abolished DG Apprenticeship and Non Formal Education. Being newly established, the roles and
responsibilities of the personnel at the DG LLL were unclear at the beginning, which undermined
efficiency.
Additionally, substantial changes occurred within the TAT during the Operation implementation
including the dismissal of the TL with the Beneficiary’s request, and resignation of the KE3. To
minimise the negative effect, the contractor assigned an acting TL on its own cost during the
replacement period. Another time process was related to the addendum that was required for the
revision on the ToR.
The Grant Beneficiaries also faced some difficulties, as they could not get satisfactory guidance
and support, which has been partly due to their misunderstanding of the respective roles of the
CFCU and the MoLSS. Grant Beneficiaries. Problems encountered specifically with the Incidental
Expenditure reimbursements. Since the utilisation of the MIS was not mandatory, many of the
Grant Beneficiaries did not enter data or uploaded inaccurate data on the server, not reflecting
the actual figures, which undermined the efficiency of the MIS.
Several working groups have been established, and numerous meetings and workshops have
been conducted to produce the policy and strategy papers, including draft legislations. Despite
the severe delays and fundamental changes, with the good collaboration of both DG LLL and
stakeholders, all planned outputs have been produced, reportedly with adequate quality.
4.4.3. Effectiveness to date
All of the results, except the establishment of provincial LLL units (PLLLU), which depends on
legislative changes, have been achieved; and the outputs were reported to be in good quality.
The Operation has made significant contribution to the awareness raising. The National LLL
Strategy Document and Action Plan was revised, optimal model for NLCCCs and Provincial LLL
Coordination Units and how to support these structures were discussed; and supporting studies
for the legislative and structural arrangements were made.
A web portal has been established for the overall National LLL system with the relevant
institutions including the MoLSS, İŞKUR, MoNE DGLLL, and Vocational Qualifications Authority
(VQA). With the aim of Supporting Vocational Qualifications Authority (VQA) and VOC-Test
Centres in implementing a fully functional NQS in compliance with European Qualifications
Framework, with the objective to have a quality assurance system in line with the LLL strategies,
information meetings were held with the personnel of VQA and other relevant stakeholders, main
themes being the LLL concept, LLL and the Turkish Qualifications Framework and the
terminology.
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Towards the implementation of a fully functional NQF in compliance with the EQF, an interface
between modules and learning outcomes were prepared in line with the EQF and ECVET
principles in seven occupational areas. These occupational areas are currently being used by the
VET system by the trainers within the development of learning outcomes from occupational
standards in relation to the development of assessment plan tools. Teachers were trained and
provided with training based on real life experience with assessment grids for 7 occupational
areas.
A report has been prepared on reform of MoNE qualifications to align them with European
Qualifications Framework, Turkish Qualifications Framework and ECVET, towards capacity
building.
A report has been prepared on MoNE’s qualifications policy, with the aim of developing of a
comprehensive framework supporting the overall transfer of qualifications and competencies
between formal and non-formal education or across institutional and sectoral borders based on
European Quality Framework (EQF) and ECVET.
A model for RPL based on learning outcomes was established, where the staff also gained
capabilities on developing assessment on real occupational areas and tools for RPL, which could
be used to evaluate prior learning in the LLL system.
New methods for monitoring and evaluation (M&E) of LLL activities were developed by
introducing staff the techniques to apply M&E for LLL activities. Provincial LLL action plans were
prepared for 43 provinces in NUTS II paving the way for coordination of activities at local level.
Capacity was created at both national and local level on a wide range of issues which are
essential for the LLL such as LLL policy on LLL culture, monitoring, vocational counselling and
guidance, NQF and RPL by trainings and training of trainers provided to a wide range of
stakeholders.
A comprehensive protocol was signed among CoHE, TOBB, TİSK and TÜSİAD and due to the
member profile of these institutions all over Turkey, a wide coverage of enterprises is expected
from this partnership.
Through workshops capacity of the staff was raised in establishing a model for RPL. Furthermore
the staff also gained capabilities on developing assessment on real occupational areas and tools
for RPL, which could be used to evaluate prior learning in the LLL system. This capability is
important as it is an assessment of skills and knowledge against certain criteria which are
outcome based.
Awareness about the LLL approach and
stakeholders has been raised.
on the importance of coordination between relevant
Regarding the Operation’s Purpose: The “establishment of an institutional framework and
capacity within LLL perspectives in line with EU practices” has been achieved. The capacities of
the staff have been improved by numerous workshops, conferences, and study tours with
particular objectives each. Cooperation with the private sector has been started with a view to
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extend the experience and knowledge of the teachers through on the job training in the private
sector.
However, the achievement “to support individuals’ access to education for increasing
employment opportunities within a system designed to value learning”, basic skills and
competences as the integral parts of lifelong learning have to be raised, as well as successful
integration of individuals to the society and their participation in the labour market. Capacity and
quality of public education centres is a great challenge in non-formal trainings. As a sectoral point
of view from the employment market, employees and employers of SMEs are constantly facing
challenges; this situation also reveals the fact that a huge share of Turkey’s employees does not
have any perspective to develop their skills and adaptability in face of the changing needs.
4.4.4. Impact prospects
Although accomplishment of a nationwide LLL culture can only be realised in the long term, the
Operation created substantial immediate impacts through development of strategies, and created
knowledge and awareness among civil servants as well as in public which contributed to a great
extent during the design LLL of policies and strategies.
The trainings brought about knowledge on newly introduced LLL concepts in Turkey, to the staff
working in relevant governmental institutions such as MoNE, VQA, MoLSS, İŞKUR, and
representatives of private sector. Furthermore, participants of several activities witnessed
different models of adult learning, gained experience on designing the assessment of modular
programs and RPL helping identification of weaknesses, which paved the way towards
undertaking such assessments in Turkey in the future. The staff and social partners got informed
on ECVET and its implications to Turkey, which was critical for Turkey’s alignment to EU on
policies regarding LLL.
The Operation established cooperation and collaboration among governmental institutions, and
has been between public and private institutions through numerous Working Groups that were
active in the Operation. Cooperation with the private sector helped identification and planning of
the means to transfer private sector knowledge to teachers. Protocols were signed with some of
the private sector institutions such as TOBB, TÜSİAD and TİSK and considerable momentum
has been attained towards public - private sector cooperation which is expected to create an
important impact in the future if the established cooperation is sustained, as these institutions
cover a high number of private enterprises.
Grant projects that have been implemented have also started to create impact at the local level.
Under the grant scheme, vocational training including the basic skills, employability courses,
technical trainings and apprenticeship have been organised where certificates have been
provided; and services such as establishment of networks among social institutions were
provided. Difficulties in finding qualified personnel to prepare and manage Operations limit the
impact created by Grant Schemes.
4.4.5. Sustainability
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There is no clearly identified budget allocated for LLL yet, and it is not clear how MONE shall
sustain the achieved/to be achieved results of the Operation yet. The financing of education is
allocated out of Turkey’s general budget. The largest part of it is being distributed among the
MoNE and Higher Education Credit and Pensions Institutions (YURT-KUR); therefore specific
budgetary allocations need to be made for LLL, in parallel with the LLL strategy. Additionally,
clear investment incentives and regulatory arrangements need to be designed for encouraging
investments, also by the private sector, in education and training regarding LLL focusing both on
employers and trainees. In this regard, co-financing mechanisms, different measures as
individual learning accounts, voucher, learning loans must be considered. Incentive mechanism
should also cover non-formal training and training through NGOs.
To ensure the sustainability of the achieved results, a Post-Operation Sustainability Plan has
been developed covering; draft Law, Strategy and Action Plans; Information and Awareness
Raising (including Web Portal); Qualifications and Quality Assurance; RPL; Vocational Guidance
and Counselling, Teachers Protocols and Monitoring Evaluation. Another notable achievement
for the sustainability also in terms of cooperation is, signing protocols with TOBB, TİSK and
TÜSİAD on the provision of workplace training for at least 900 teachers.
The Operation has laid down the foundations for a successful national LLL system in Turkey
through the development of Policy, Law, and Strategy: Policy paper, National Strategy Plan and
Provincial Action Plans. Nevertheless, sustainability of the policies requires legislative support.
The implementation of training in diversified areas raising the range of competences among the
participants and increasing employability, interaction with the society should be supported. While
government incentives are needed soon, financial incentive packages on the recruited personnel
for a limited time should also take care of the possible abuses in the private sector acquiring
cheap labour and financial incentives by continuously hiring such new personnel and not
maintaining the other recruited staff. Financial support also should not encourage abuses by
trainees who continue different trainings only to get attendance fee. MoNE should focus more on
its role in establishing national standards and policy frameworks.
A well-designed ‘continuous counselling and career guidance’ is critical for placing the students in
LLL in the right track for improving their skills. In case the social aid to economically vulnerable
people is not managed in the right way and with the right dose, it is expected to decrease
motivation for participation in LLL and for self-improvement.
The capacity of DG LLL, particularly in respect of policy and legislation, RPL and provincial action
planning has been strengthened to a large extent. An integrated institutional framework is
fundamental to the sustainability of results with better cooperation and integration between
governmental sectors, as well as better coordination with the social partners. Although Provincial
LLL Coordination Units (PLLLCUs) do not yet exist, capacity building has been targeted at
stakeholders and teachers who may play some role in the future, rather than the PLLLCU staff
themselves, which can emerge as a deficiency. M&E activities should be continued to observe
the effectiveness of implementation with LLL activities.
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5. CONCLUSIONS AND RECOMMENDATIONS BY CRITERIA
RELEVANCE AND QUALITY OF DESIGN
Relevance
1. High relevance exists since all projects are directly linked with HRD OP, MIPD,
Development Plans and strategy documents.
2. Beneficiaries are usually well informed about the sector.
3. Productive cooperation between the MoLSS/ECCD, EUD and Operation Beneficiaries at
programming level.
4. High level of commitment by MoNE, as well as ownership and personal efforts of teachers
contributed extensively to the project success.
5. Activities designed in the ToR do not entirely match the current situation (The Operation’s
Identification Sheets (OIS) had been designed back in 2008 and a long time passed
between OIS and implementation), which create certain difficulties during
implementation).
6. Often overambitious project design and objectives.
OBs: Make use of the inception period to make revisions to the design of the Operation (in the
future) with a view to minimize potential risks to be created by changed conditions and needs.
7. Due to the frequent system changes (e.g. introduction of the educational reform and
obligatory 12 years of education) environment, organisational structures need change,
which hampers Operations success.
MONE: Instead of sudden frequent changes, reform the education system through a consultative
and participatory manner, with the involvement of all relevant actors CoHE, other related
ministries, social partners, academicians, NGO, parents, students etc. so that the system
functions effectively and can be sustained.
8. Apprenticeship system faces some challenges such as incompetent quality of
apprenticeship and training, insufficiencies of resources in schools and inequalities in
relation to teachers’ hours allocated. Lack of sufficient industries in some underdeveloped
regions.
MONE: Ensure relevant improvements, changes, developments, (including legislation) in order to
improve the apprenticeship system.
9. Although the scope of the programme involves mostly the 12 NUTS II regions the real
problems exist also in the slum areas of more developed regions.
MoLSS, OBs, EUD: Are advised to diversify the HRDOP’s scope, not limit next Operations with
12 NUTS II regions and focus also on the relevant target groups in other regions as well.
10. Project activities and support were mostly limited to the female only activities, leading to
gender segregation which had negative impact on gender equality and participation.
MoLSS, OBs, and EUD: Necessary measures need to be taken to make sure that design of the
Operations should not lead to gender segregation.
11. The relevance of the IQVET continues as the VET system still faces important challenges.

Dominance of students in VET schools with lower socio-economic status, and lower
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
academic performance,

Poor quality of education and capacity problems at schools, relevant equipment

Lack of effective orientation and vocational guidance of VET schools,

Lack of sufficient qualified human resources especially in the areas of guidance and
counselling

Insufficient education employment relationship

Difficulties in horizontal and vertical transition among formal and non formal
programmes and between various levels of VET via RPL
MoLSS, OBs (MONE): Ensure that future Programmes deal with these issues; and during the
design of the operations participation of relevant stakeholders is ensured
Quality of Design
1. Officials at the central organisations are not usually informed / do not always have
sufficient knowledge about the real needs and problems in the provinces and rural areas.
Therefore sometimes design of the projects /operations without the participation of the
relevant stakeholders and the staff in the field does not meet actual conditions.
2. A period of three years has passed between the needs analysis and supply, which
created some problems since needs have evolved in three years.
3. Lack of efficient utilisation/flexibility to make use of the inception phase in order to redesign the initial concept and adjust to new realities.
MoLSS, EUD, and MoNE: Are advised to involve the relevant people in the provinces during the
design of the operations.
TOBB: To ensure sufficient involvement of project partners and local stakeholders in the design
phase to make sure that most relevant needs/issues are addressed for implementation. Project
teams should also make use of the inception period to re-consider the needs and the
activities/trainings in order to make necessary revisions in consultation with the field with a
flexible approach.
4. Designs of the Operations generally do not include SMART indicators on the Objective
and result levels, which prevents their effectual monitoring as assessment of their
effectiveness and impact will not be appropriately made (Indicators of achievement
included in the design of the operations are on general output-based indicators
underlining the achievements with regard to the delivery of the targeted outputs, rather
than demonstrating the achievements against the objectives)
MoLSS, EUD, and OBs: Ensure establishment of baselines; and ensure that indicators of
achievement are designed not only at the output levels but also for the objectives and the results
level, to enable efficient monitoring and assessment of the impact.
MoLSS: Is advised to organise training for the relevant OB staff as well as the staff at the EUCD
that are involved in programming, monitoring/evaluation, on how to develop of SMART indicators
in order to enhance the capacity in this area. Training should also include ‘Sector Programme’
level indicator development considering the new IPA II period.
5. While the results and the activities are coherent and supportive of the Operation’s
purpose, the execution time planned for implementation is not realistic.
6. Managing too many study visits and events in a short execution time caused serious
delays and led to risks of incompletion of tasks.
7. With so many activities, time for operations became unrealistic and timely organization
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and fulfilment of tasks proved difficult (While IEREFG focuses on 16 pilot Provinces,
IQVET focuses on 21 KUYAP focuses on the 15 growth centres, and the LLL focuses in
12 pilot provinces within the priority regions).
8. Complex and ambitious number of result areas and activities requiring the engagement of
hundreds of stakeholders in 15 Provinces of Eastern Anatolia makes planning,
implementation and collaboration challenging.
9. LLL is still highly relevant as it addresses the shortcomings that still prevail in this area. It
has been appropriately designed towards the achievement of the objectives and the
results; and logical coherence exists between the results and activities. However the
design has been proved to be over-ambitious and unrealistic for achieving these
objectives within the envisaged duration. Furthermore, being too precise, ToR does not
allow flexibility for the evolved needs and conditions.
MoLSS, EUD, and OBs: Are advised not to design operations too ambitiously and number of
the results and activities should be feasible given the duration of the implementation; absorption
capacity of the beneficiaries; and any other specific conditions, allowing the fulfilment of tasks in
due time and expected quality. Design should take also into account that recruitment of the
experts and mobilisation of the project implementation teams takes plenty of time.
10. Complex design often combining various components (e.g. TA and supply) with different
procedures and progressing at different pace.
11. Uncoordinated planning and implementation of components (contracts) instead of
coordinated and interlinked implementation.
12. Often several activities of Operations closely depend on each other, e.g. legislative
arrangements, pre conditions, supply etc. that hamper successful implementation.
13. Lengthy tendering procedures and delays in supply component affect the sequence of
various project components significantly, since project activities under other components
are very much dependant/connected to the procurement of equipment.
MoLSS / OBs/ EUD: Design of the projects need to avoid interdependency as much as possible
and project activities under different components should not be too much connected to the
procurement of equipment. If this is not avoidable, sufficient time needs to be foreseen between
the consequential activities.
14. When the ToR Documents are prepared too tightly, adaptation to evolving circumstances
become more difficult, and if ToR needs to be amended, it takes too much time generally.
Design of the ToRs should allow certain flexibility so that addendum will not be required for minor
changes.
EFFICIENCY
1. Having established at each province, the “EU Advisory and Steering Committees”, which
meet every 3 months, contribute significantly to resourceful coordination, when they
function efficiently, which depends on the ownership of the Governor to a great extent.
2. Collaboration with relevant stakeholders at the central and provincial levels, such as DAs’
if/when established yields good results. In some of the provinces a good cooperation
between the municipality, district authority, chambers of trade and industry has been
established, which contributed also to good governance. In many provinces universities,
municipalities and district authorities also provide support to projects.
3. High capacity and experience level of Trabzon Chamber of Trade and Industry (TTSO) in
the implementation of EU projects contributes to their dialogue with the SME’s and
increases efficiency of project activities (KUYAP).
4. Involvement of provinces in the development of the Strategy contributed to the capacity
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development to a large extent at local level.
5. Involvement of private sector representatives in the meetings facilitated the establishment
of dialogue and exchanging of views, which also led to signing of a protocol for
cooperation.
6. Long preparatory phase (> 24 months) between identification and start of operation
making re-adjustment and re-planning necessary.
7. Delayed start of tendering and contracting creating constraints for completion of activities
within project period, undermining overall project results.
8. Availability of EU and Turkish experts, means and other inputs seldom according to plan.
9. Timing problem between the TA and supply components of the project hamper
synchronisation and prevents successful implementation.
MoLSS, OBs, and EUD: Are advised to ensure that different components of the project are
implemented in synchrony and coherence in order to allow smooth implementation.
10. A period of three years has passed between the needs analysis and actual procurement,
which created some problems as needs have changed in three years.
11. Due to the addendum requirements and lengthy procurement processes, the incentive
packages could not be delivered in time hence their potential impacts have been reduced
to a great extent.
MoLSS, MoNE, EUD: Are advised to ensure that the specifications for supply components meet
the needs in the period of implementation.
OBs, EUD: Inception period should be utilised effectively to allow necessary adjustments on the
design towards meeting the current needs.
12. The long time lapse between the application and assessments of the grant applications at
the CFCU hampers implementation of grant projects due to changed conditions.
MoLSS: Is advised to avoid long durations between the applications and assessments in the
future (Presently MoLSS is also in charge of Financial and contractual management functions of
the grant schemes)
13. Lengthy preparation and tendering of projects and frequent staff changes at MoNE hinder
efficiency of implementation.
MoNE: Is advised to ensure that the staff included in the design and initial stages of the projects
remain in charge throughout the implementation period.
14. Inclusion of too many items within the lots in supply tenders is difficult to manage and time
consuming.
15. Late realisation of the procurement also weakens the efficiency and effectiveness of the
grant schemes.
OBs: Supply tenders will be more smoothly managed if more critical items for implementation are
separated from the lots that include too many items.
16. Difficulties have been experienced with regard to the implementation of the grant projects,
which have been caused by the inexperience of the grant beneficiaries in project
implementation, which also faced some difficulties in reaching the relevant persons and
obtaining accurate information when needed.
17. Many of the grant beneficiaries with limited financial capacities experienced problems in
fulfilling their co-financing obligations; and the eligibility of some costs and payments have
been problematic by some of them due to unclear and/or wrong information received.
Problems in financing have also been experienced with regard to the late reimbursement
of the last %20 of the project expenditures.
MoLSS, MoNE, EUD: Measures need to be taken, to minimize the problems created by the
financial limitations of the grant beneficiaries regarding the late reimbursement of the last %20 of
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the expenditures.
EFFECTIVENESS
1. Activity / Output control rather than Result / Outcome monitoring
OBs: Are advised to monitor their projects towards ensuring the attainment of the results and
objectives as well instead of monitoring the implementation of the activities solely. This could be
possible through setting up of the SMART indicators and the baselines.
MoLSS: Is advised to conduct result oriented monitoring of each operation within each 6 months
during the implementation phase towards ensuring the attainment of their results and objectives.
2. MoNE’s e-school system is not very effective in revealing the continuity/drop-out rates;
therefore accurate information on the continuity rates is unavailable, which prevents a
realistic analysis of the current needs (IEREFG).
3. MoNE’s statistics do not allow obtaining statistics according the distribution of students
among different branches of VETs, hence do not allow sound planning according to the
demand in different occupational areas; and monitoring accordingly.
MoNE: MoNE’s monitoring systems to track girls’ enrolment/continuity rates need to be
improved.
MoNE: Should collect and disseminate statistics according the distribution of students at VECS
according to branches and occupational areas and gender.
4. There is still lack of sufficient staff in the area of vocational guidance and counselling
(IQVET).
MoNE: Training activities regarding vocational guidance and counselling should continue through
formateurs.
5. There is a negative attitude and VETs are considered to be inferior to regular secondary
schools among parents and students.
MoNE: Awareness raising activities should continue systematically reflecting also the changes /
improvements made in VET education.
6. In Turkey participation rates in LLL is too low, and there is not much awareness in this
area, which could be achieved by increasing the demand through awareness raising and
creating change on the perceptions towards LLL.
MoNE: Awareness raising activities should continue towards creation of a LLL culture at all levels
and regions, which will trigger participation in LLL activities nationwide.
7. According to the most recent legislation, all VETs have been converted to Anatolian High
Schools where enrolment shall be made through a general exam. The students who
cannot get satisfactory marks to be able to attend to the Anatolian High Schools shall be
automatically placed into the nearest Imam Hatip (priest) schools.
MoNE: A sound selection process such as skill tests should be applied, rather than placing
children to Imam Hatip schools according to the geographical proximity to residence, and
appropriate solutions should be found for students, who could not be placed to Anatolian High
Schools, in accordance with their interests and abilities.
8. Apprenticeship is an effective training methodology for adapting the students to the needs
of the private sector. It provides on the job training to the trainees while providing labour
support to the private sector. On the other hand creation of apprenticeship opportunities
rely on sustained dialogue between the public and private sector.
MoNE: Apprenticeship-Commitment of the private sector should be maintained through
continuous dialogue and protocols
IMPACT
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1. Although some of the indicators of achievement have been exceeded in the project, the
project has mostly been about the ‘perceptions’ rather than the numbers. People in
certain regions have been contacted face-to-face for the first time, and people who have
participated to the workshops and project-related events felt appreciated and respected,
which has been very essential for gaining their trust, sustaining their interest and
commitment for the future.
2. Implementation of the IEREFG has impact at both central and local levels, including the
administrators and staff at the provincial governorates, and directorates of the public
institutions, municipalities, NGOs, universities, media, and private sector who gained
experience and ownership of the subject.
3. Grant scheme implementation allowed the NGOs and local administrations to understand
the importance and benefits of the issue. They are expected to continue similar activities
beyond the project period.
4. Due to the training, seminar and awareness raising activities, which targeted the mothers
of the students, have been very beneficial as they went out and socialised, which
reportedly also set a good example for their neighbours and friends. Positive indirect
impact has also been created regarding the social integration and adaptation of families
who migrated to the city centres from their villages.
5. Frequent policy changes, institutional re-structuring / establishment of new units /
departments and frequent staff changes at all levels at the OBs undermine Operations’
impact.
OBs: Ensure that the same staffs are involved in the Operations’ all phases including the design
phases.
6. Timely adoption of legislation not ensured.
OBs: Make necessary efforts at the policy levels towards the enactment of the relevant
legislation.
7. In other regions of Turkey there are also very special sociological / economic etc. reasons
for vulnerable groups (such as families who have migrated from rural areas, seasonal
workers’ children etc.) that prevent their school enrolment.
MoNE, MoLSS, EUD: Solution to the enrolment problem cannot be found solely with one project
and collaborative efforts need to be continued in many areas in the future to ensure the
achievement of the results, beyond the scope of this project.
8. Even if the families and students are convinced to come back to school, the students who
had 20 or more days of non-attendance can not continue their education due to the
Regulation of Attendance for Secondary Schools.
MoNE: Necessary changes in the regulation of attendance should be made in a way not to
obstruct their school access.
9. There are many social actors in the sector, implementing different activities/training
programmes for improving human capital (KUYAP).
TOBB: Towards maximizing the impact to be created, sound cooperation with other actors
including the ABIGEM’s, Private sector DAs, KOSGEB and ISKUR, is essential to be maintained,
to disseminate the effects of the project and to mainstream the adaptability trainings throughout
Turkey.
Also, different donors need to be informed systematically of the other donors’ work/training
programmes in the regions to achieve synergy and create awareness, to disseminate the effects
and avoid duplications in activities. Considering the needs in the sector, opportunities may be
created as well, whenever feasible, to benefit the members of different employment organisations
in the field from the services/trainings to be provided by TSCC’s in the future.
10. Lack of a legal backing behind LLL also hinder the establishment of PLLLCCs and limit
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the extent of potential impact that could be achieved at local level.
MoNE: Work and procedures on Draft LLL Law has to be finalised soon to grow the positive
impact of the project results achieved.
11. Many students have enrolled to ‘open high schools’ instead of formal education; and now
the focus is on the attendance rates as well as the quality of education.
12. Open secondary schools can hide and put the child labour out of sight, which constitute a
significant problem in the region where children, in poor economic conditions, once start
to earn money tend to dropout easily.
MoNE: Awareness raising activities should continue to increase knowledge on LLL concepts,
which will trigger participation in LLL activities nationwide
Continuous efforts in collaboration need to be made towards increasing the attendance rates and
improving the quality of education
SUSTAINABILITY
1. The more families are informed about the roles of MoNE institutions such as SEM’s
(Continuous Education Centres) and RAM’s, their confidence level for them and
institutional credibility increases, which improves socialisation opportunities and creates a
multiplier effect for future activities.
2. With regard to human resources, in some projects, the members of the associations work
on voluntary basis, which means that, as long as people keep volunteering and as the
projects make use of these established local structures, the continuity of the human
resources is ensured as well. As an example, the grant project ‘Primary education is not
enough, education does not end’ (Trabzon) the target was increasing the enrolment of the
disadvantaged girls in the rural areas to secondary school via awareness raising through
weekly family visits to the villages by the volunteer mothers who were members to the
Turkish Mothers Association (partner of the project).
3. Delay in the adoption of legislation/institutional structure leaving project outputs in
uncertainty.
OBs: Make necessary efforts at the policy levels towards the enactment of the relevant
legislation
4. Sustainability of pilot projects and their successful dissemination often not ensured and no
such further dissemination plans do exist.
OBs, MoLSS: Ensure that during the design stages an exit strategy is included in the description
of the Operations. If it is not included in the design, ensure that prior to the completion of the
operation, a sustainability plan / exist strategy is prepared.
5. The established Quality Development Centre is critical for coordinating NQAS and
ensuring quality assurance in training. The quality of services delivered by this centre
highly depends on qualified personnel and their continuity.
MoNE: Sustainability of trained staff for the Quality Development centre should be ensured for
sustaining the quality of services by this institution. New staff of this institution should be trained.
6. In some cases, enrolment itself does not necessarily bring continuation of education
(IERFG).
MoNE: Follow-up of students who have enrolled to secondary education is necessary to be able
track and sustain the achieved results, and to identify the gaps. Similarly, following up the
success factors and best practices is also essential for future programming.
7. Although the substantial increase in the enrolment to open high schools after the
educational reform looks like a good development at first glance, for the students at this
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age interval, formal education has numerous advantages compared to non-formal
education, in terms of social and emotional child development.
MoNE: Significant increase rate in enrolment to open high schools and the underlying reasons
for not being able to continue the formal education after 8th grade is worth analysing and if the
new system has certain features that create problems, necessary preventive measures need to
be taken.
8. The sustainability of the provincial action plans depends on the commitment of the local
administrators and the relevant actors in the future. However sustainable financial
resources need to be allocated to the disadvantaged regions where socio-economic
development lags behind and social integration is an issue because of migration, and
student population is high. Number of classrooms is insufficient to cover all students;
students in rural areas need transportation and/or accommodation. Therefore it is
essential to identify the needs realistically and allocate sufficient resources according to
their priorities, as the most important obstacle for sustainability of grant projects is the
limited financial capacities of institutions, which are also important for co-financing
9. Most important obstacle for sustainability is perceived as limited financial capacities of
MoNE schools. Number of classrooms is insufficient to cover all students. Budgeting and
management is done centrally, not in the field, and provinces usually have to make use of
their own resources as well to a great extent during projects’ implementation. When basic
material needs of students, such as sportive clothes, school equipment etc. are provided,
the needs are covered and it results in a high level of achievement in gaining and keeping
students in the education system.
MoNE: Additional funds need to be provided by the Government to safeguard the financial
stability of centres established through the grant projects.
It is essential to identify the needs realistically and allocate sufficient resources according to their
priorities, as the most important obstacle for sustainability of grant projects is the limited financial
capacities of institutions, which are also important for co-financing.
10. Most grant projects last approximately 10-12 months, which does not leave enough time
to plan future for programmes towards sustaining projects’ results.
MoLSS, MoNE, and EUD: Sustainability measures/plans should be included in the initial project
design.
11. Financial capacities of public institutions, such as schools are challenging in terms of cofinancing. Although most centres established through the project (such as libraries,
ateliers, laboratories, education centres etc.) are still functional, financial assistance of the
MoNE and SODES funds are limited.
MoLSS, MoNE: It is essential to identify the needs realistically to direct the available resources to
the most important needs via systematic consultation with the field.
12. Monitors coming from outside the region, go back to their provinces after the project is
completed, therefore cannot continue to provide useful input for the following activities.
13. Frequent changes in personnel affect the sustainability of the projects negatively.
Important problems are reported as the difficulties created by the frequent staff rotation
policy of MoNE, frequent staff changes and unclear durations/lengthy approval
procedures for positions of people who are in charge of projects. Most of the project staff
works on a temporary assignment basis, which is renewed every six months, which
decreases their motivation level and ownership.
MoNE: Is advised to ensure the success of the projects, assignments should be permanent on
the project basis.
14. It has been observed that the capacity for self evaluation largely differs among VET
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schools and an exit strategy is needed to provide both technical and financial assistance
to some of the VET schools to make the Operation results sustainable for all regions
(IQVET).
MoLSS, MoNE: Local cooperation and local administrations’ support at the provincial level is
also vital for sustainability of the project results in the long run.
15. Regarding the IQVET, the developed national Strategies, development and operational
Plans and establishment and sustainability of the National Quality Assurance System
(NQAS) depends on the backing them up by national budgetary commitments.
16. Nevertheless there are some critical issues sustaining the results achieved by the
Operation: Sustainability of trained staff in the new Quality Development Centre is
fundamental; and new staff to be recruited should also be trained appropriately. Quality
Development Centre, as a coordinator of Quality Assurance in VET, needs to perform as
an independent structure and be open to the private sector. Continuous cooperation with
the labour markets and continuous revision of the training curriculum is fundamental to
updating the VET system and sustaining the needed quality in VET schools.
17. Sustaining the outcomes should not only be perceived at the Operation level and policies
should be supportive as well towards the enhancement of the quality of VET schools.
Selection of the qualified students should also be a priority for sustaining the quality level
in VET schools, which can be achieved by skill tests on students. Policies should also be
supportive of flexibility in the VET easing all sorts of horizontal and vertical transitions.
VET secondary education can also be taken under economic encouragement schemes
encouraging more VET schools in different occupational areas by private sector.
Structured programmes should be established to raise cooperation among VET schools
and the private sector. The Boards and Committees in VET schools should continue
dialogue with private sector enterprises.
18. Although most of the facilities that have been established through the project (such as
libraries, ateliers, laboratories, education centres etc.) are still functional, financial
sustainability of some of the grant projects are at risk.
Local cooperation and local administrations’ support at the provincial level is also vital for
sustainability of the Operation’s results.
19. The impact of VET training on employability of its students can only be observed by
monitoring the status of its graduates which requires systematic tracer studies.
MoNE: Tracer Studies should be systematically undertaken to observe the performance of VET
graduates in getting employed or remaining employed.
MoNE: Sustainability of trained staff for the Quality Development centre should be ensured for
sustaining the quality of services by this institution. New staff of this institution should be trained.
20. The right guidance to students for finding their learning paths including students that could
not be placed to the Anatolian High Schools can only be provided through vocational
guidance and counselling services.
MoNE: Qualified Counselling and Guidance services should be organised as soon as possible
including the students who could not be placed in Anatolian High Schools
Needs of the private sector change continuously, while some sectors become exhausted demand
for the products and services for new sectors grow. These changes should be understood and
monitored continuously by both public and private sector with a view to continuously providing
new training curriculum addressing these changes.
21. Needs of the private sector change continuously? While some sectors become exhausted
demand for the products and services for new sectors grow. These changes should be
understood and monitored continuously by both public and private sector with a view to
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continuously providing new training curriculum addressing these changes.
MoNE, TOBB, and TİSK, TESK: Dialogue between VET schools and the private sector should
continue. Sectoral reports prepared by the private sector should be systematically analysed to
identify the sectors in need of qualified labour. On the other hand representative private sector
institutions should follow the changes within VET schools including their curriculum to observe
and discuss how student are prepared for the labour market.
22. Ownership by respective chambers to reach the local SME’s and other stakeholders is
critical and currently, the ownership level is not yet at the optimum level.
TOBB: To make systematic efforts to increase the ownership and commitment of the chambers
to ensure future financial support for TSCC’s by chambers’ own resources after the completion of
the project.
23. The programme will only be established and implemented in 12 NUTS II regions in the
East of Turkey and currently does not foresee any defined mechanism how to transfer
lessons and results to other parts of the country (KUYAP).
MoLSS / TOBB: To introduce the idea of mainstreaming success throughout the country and
urge the rest of the chambers to plan for a strategy and respective mechanisms for the concept
of adaptability.
24. LTNKE’s to be utilized, who will acquire the necessary expertise and experience within
the project, can continue to use their adaptability management skills within the chambers
beyond the scope of the project (KUYAP).
25. The practical trainings for the vocational school teachers to be conducted in the next
phase are likely to enhance the sustainability of the operation (KUYAP).
TOBB: Is advised to make efforts to maintain within the Chambers the expert resources to be
developed within KUYAP, for future sustainability of human resources.
TOBB: Establishing cooperation with MoNE may be useful, to develop and institutionalize the
upcoming training activities on vocational education.
26. Lack of a legal structure hinders the successful coordination of LLL activities both at
central and local level.
27. Lack of financing models for LLL emerges as an obstacle for the sustainability of LLL.
MoNE: The process for enactment of the Draft Law on LLL should gather momentum.
28. Sustainability of LLL depends on its providing successful and employable graduates to
the labour market. In this framework success of the student that could not be placed in
Anatolian High Schools depends upon their finding VET Schools or Preachers’ Schools in
harmony with their talents. A qualified vocational guidance and counselling systemhelping students to find the right options for them can only ensure this harmony.
MoNE: Proper system of guidance and counselling for trainees should be established as soon as
possible to raise the efficiency and quality in LLL including students who could not be placed in
Anatolian High Schools.
29. An independent body establishing this cooperation can best achieve successful and
sustainable framework cooperation among all public and private institutions related to
LLL.
MoNE: A joint body coordinating LLL activities comprised of the related institutions such as
ISKUR, COHE, TÜSİAD, TOBB, TESK, KOSGEB should be established with its own constitution
30. Employability of VET graduates and Preachers ‘Schools graduates can best be analysed
through a qualified data showing the need for different areas in the labour market and the
graduates from schools in different areas. Such qualified data would allow the observation
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of demand and supply in the labour markets in different areas.
MoNE: Separate data should be made available separating the different areas of the VET
Schools and the Preachers’ Schools allowing planning of the portfolio of schools according to the
needs of the labour market
31. Due to infrastructure and funding limitations in some regions, project results cannot be
sustained requiring further support (LLL)
MoNE: Awareness raising activities should continue to increase knowledge on LLL concepts,
which will trigger participation and support / investments in LLL activities nationwide.
32. Sustainability of the policies requires strong political support since there is no specific
budget allocated for LLL yet, and it is not clear how MONE shall sustain the achieved/to
be achieved results of the Operation. Therefore specific budgetary allocations need to be
made for LLL, in parallel with the LLL strategy.
MoNE: Clear investment incentives and regulatory arrangements need to be designed for
encouraging investments in education and training regarding LLL focusing both on employers
and trainees.
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6. LESSONS LEARNED, BEST PRACTICES
RELEVANCE
IQVET
1. While the results and the activities are coherent and supportive of the Operation’s
purpose, it has been observed that as the Operation was over ambitious in terms of
many results to be achieved and so many activities to be completed to achieve these
results within a given short period, completion of all tasks became unrealistic within
this provided execution time. Project design should always take into consideration
and be realistic in terms of available time while planning the activities and the results
to be achieved
2. Apprenticeship mechanism also faces some challenges such as quality of
apprenticeship and trainings, inequalities regarding resources in schools in relation
to teachers’ hours allocated. Lack of sufficient industries in some underdeveloped
regions adds to the problems.
3. Lack of sufficient qualified human resources especially in guidance and counselling
remains as an obstacle for raising awareness on VET Schools among potential
students.
4. During the designing stage of the supply tenders including too many lots in the
supply tender proved difficult and time consuming. Furthermore when too many
connected items are included in a single and one faces delay; this situation causes a
delay for all the items in the lot concerned.
LLL
1. With so many activities time for operations became unrealistic and timely
organization and fulfilment of tasks proved difficult.
EFFICIENCY
IEREFG
1. The representatives of Governorates and MoNE Provincial Directorates had been
closely following the projects as members of the regional grant monitoring and
technical assistance teams (established under the Governorates’ EU Affairs
Departments) during implementation period. The main coordination of all EU projects
lies within the Governorate’s EU Affairs Departments and they work closely with the
relevant Departments at the MoNE Provincial Directorates.
2. The social aspect of the project increased the commitment of all relevant parties and
facilitated the intensive work schedule, therefore contributed to smooth completion of
project activities with a high ownership level. High level of commitment by MoNE, as
well as personal efforts of teachers strengthened the ownership level, which
contributed extensively to the project success.
3. The appearance of the President, Prime Minister and the Minister of National
Education in the spot films has shown a high level of ownership, which helped to
maximize the impact. This is the first project that was supported at the level of the
President, Prime Minister and Minister of Education simultaneously and this made it
possible for the project to gain further visibility by means of the spot films. However,
reportedly, although intentions and targets to raise enrolment of girls were quite
strong, the messages in the spot films were slightly conservative, which was
criticized by women NGO’s.
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June 30, 2014
THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
4. At the provincial level, there are "EU Advisory and Steering Committees" which had
been established at each of the 81 provinces, where their secretariat is performed by
the EU contact offices at the Governorates. These Committees contribute to efficient
coordination at the operational level and meet every 3 months, 4 times per year,
where Governors are the Chairpersons of these committees. EU Contact Point within
the Diyarbakir Governorate is mainly responsible for the coordination of all EU
projects and represents a good example for efficient coordination.
5. Development Agencies (DA) are reportedly active in the field during the
implementation of the grant projects. When collaboration was established with the
DA’s at the field, it yielded good results and served sustainability.
6. A good cooperation between the municipality, district authority, chambers of trade
and industry has been established, which contributed also to good governance. In
many provinces, municipalities and district authorities also provide support to grant
projects. As an example, Diyarbakir Metropolitan Municipality was partner to one of
the grant projects and they covered the cost of the trips and some other additional
cultural activities. District Governorship provided the %10 co-financing amount. Dicle
University has supported the organisation of the seminars.
7. Although there was efficient cooperation with the municipalities in most provinces, in
some regions, particularly in the south-eastern part of Turkey, political context
restricted optimum contact with the municipalities and had limited the number of
family visits in the region
8. UNICEF was not one of the official stakeholders of the project and was not included
in the SC structure. However, thanks to its vast experience in the field (“Come on,
girls, to school!” campaign etc.), and owing to TA Contractor’s past working history
with UNICEF, the project made extensive use of the guidelines produced earlier by
UNICEF.
9. In one of the grant projects in Trabzon, implemented by the regional primary
boarding school (YIBO) the main reason blocking girls’ access to school in the region
was the fact that the villages were located at very high altitudes which made
transportation difficult, therefore logistical conditions and accommodation of the
students emerged as a big problem, rather than cultural reasons. The problem has
been overcome through informing/awareness raising for families and placement of
girl students to boarding schools. This project has been selected as one of the best
practices.
10. “Parents and girls are meeting at reading hall” project of Diyarbakir Educators
Association, which was founded in 2005, consists of volunteered teachers, working
with disadvantaged students and their families. It is one of the most important NGO’s
in the education field in Diyarbakir. Diyarbakir Educators Association did not have
any EU project experience before, however they had previously implemented 6
SODES projects. With this project they worked in close collaboration with the project
office and teachers at Dicle University, who helped them in the preparation of the
project.
11. In the grant project implemented by Midyat Public Education Centre (Mardin) girls
and women who had to drop out of school were persuaded and directed to formal
and non-formal education via family visits conducted and area-screening made in
Midyat’s villages. Successful implementation process served to the success of the
project in which over 13.000 persons were contacting for persuasion and awarenessraising purposes with a limited budget of around 160.000 Euro.
IQVET
1. Managing too many study visits and events in a short execution time caused serious
delays and led to risks of incompletion of tasks. Reports to be produced as outputs
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
of these study visits were also complicated and increased the workload. Lack of
sufficient resources did not allow allocation for sufficient additional experts to solve
this problem.
2. As self-evaluation is undertaken in different VET schools in different provinces and
different managerial cultures questions of evaluation should be prepared delicately
observing the sensitivities in these schools where participants from different levels
would be reluctant to ask certain questions or answer them.
3. During implementation of the Operation it was observed that inclusion of too many
items with a high number of lots in supply tenders proves difficult to manage and
time consuming. Furthermore inclusion of too many connected items caused a delay
for all items concerned if even only a single item was in delay.
KUYAP
1. Completion of the TNA study at earlier stages of implementation would have helped
to decrease the delays experienced in the initiation of training activities.
2. High capacity and experience level of Trabzon Chamber of Trade and Industry
(TTSO) in the implementation of EU projects contributes to their dialogue with the
SME’s and increases efficiency of project activities.
3. Field visits revealed that specific regional contexts in some provinces affect certain
aspects of cooperation in the projects’ implementation. As an example, in Diyarbakir,
the local administrations (municipalities) usually do not present ownership or
contribute to the projects implemented through government funds, and it is not a
common practice for the Governorate and municipality to work together in
cooperation, which is why similar activities / projects can be repeated through
different resources by both of them that creates duplication and prevents effective
use of resources, due to lack of efficient communication. On the other hand
Diyarbakir Chamber of Trade and Industry (DTSO) is quite active in maintaining
good relations and working with both of them, as well as local NGO’s to find
solutions to city’s problems. Taking this into consideration, special conditions of each
province need to be taken into account while designing and implementing the
projects.
LLL
1. During the design phase involvement of private sector representative institutions in
the Working Groups allowing them to follow meetings and dialogues facilitated the
exchange of views and the means to transfer private sector knowledge and
experience and later the signing of a protocol for cooperation
EFFECTIVENESS
IEREFG
1. A Compendium presenting the results of the Grant Programme and 89 grant projects
was prepared. 500 copies were distributed at the provincial, national and
international conferences conducted by the Project. Compendium was perceived as
an exemplary publication that contributed to the visibility of the operation in terms of
content. It became visible at the European Commission level with the support of the
EU Delegation and was perceived as one of the strongest documents showing
achievement and results of the Operation.
2. Awareness activities in the grant projects lose their sincerity if there are severe
infrastructure and structure problems in the provinces. As observed in the provincial
conferences, parents are well aware of all of the problems such as lack of teachers
or overcrowded classrooms. Within this context, only a small number of parents
resist to not send their children to school. The issues they mention, as problems are
the security of the schools and environment, access to school (transportation and
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
3.
4.
5.
6.
7.
8.
accommodation) and whether or not all of the actors of the school offer quality
education. Therefore, perceptions in the central level and facts in the field can be
different.
We are here too!’ grant project implemented by Diyarbakır Ortaşar Primary
School, did not limit itself with only girl students but also male students were
involved. Project mainly focused on increasing the quality of education by providing
material support to keep the students enrolled at school and to encourage them to
enrol to secondary education. Since there is no secondary school in the village, and
the school is far, the biggest problem limiting secondary school students’ access to
school was transportation. Through the grant 3 vehicles per day have regularly
transferred funds 44 students to school.
Reading generations’ grant project implemented by Dicle University aimed to
establish three libraries to disseminate reading habit between school children aged
between 12-17. Istanbul University Research and Assistance Foundation contributed
to the preparation of the project and provided the software to track the record of the
students and books. Targeted numbers were exceeded with approximately 100
parents and 300 students registered to three libraries. Gaining reading habit and
providing a study space for students indirectly contributed to students’ success at
school and passing to the next grade as well, because in some houses students
were not able to find suitable spaces to study, due to high number of family
members. Moreover, some trips to the university were organised which helped the
girls to enlarge their horizons and provided them motivation.
In Diyarbakir example, additional activities aiming to make schools attraction centres
have been conducted via the work of modular support groups. This had been
planned and implemented by the counselling teachers of MoNE in harmony with the
modular changes in curricula to attract the interest of students. In one of the grant
projects, while the first target was 70 students (mostly children of migrant families in
the rural areas), at the end of the project, approximately 150-200 girls were reached
and registered to the reading hall as one of the main activities of the project. Mothers
of these students participated in seminars, which were aiming to raise their
awareness on reading.
In the ‘Tourism from the University’ grant project implemented in Trabzon, although
the total number of students at school did not increase, the ratio of girls to boys is
increasing in the Akçaabat Hotel Management and Tourism Vocational High School.
They can also find jobs easily after graduation. Main project activities included family
visits especially in the rural areas, which resulted in the increasing number of girls
enrolling to the high school from the villages. Out of 30 girls targeted, 17 of them
managed to enter university as a result of 700 hours of lesson support, which was
the main activity of the project.
‘Conscious will bring school enrolment’ project in Trabzon conducted a total of 323
family visits both at the centre and in the rural areas for awareness raising. Apart
from economic problems, which prevent some families from sending their children to
school, main reason is identified as transportation/logistical difficulties from the high
villages to the schools and boarding school system is an effective solution to this
problem, which also has side-benefits such as improving life practices of students
and preparing them as responsible adults for the future. On the other hand, boarding
schools only cover students from 1st to 8th grade and their biggest problem is the high
administrative costs.
In Trabzon example, while percentage of girls who did not continue to 9th grade after
completing 8th, were %11 in of district before the grant project, it has been
decreased to %3 after project implementation. Out of 1700 potential students,
approximately 200 have been successfully enrolled to high school as a result of the
project activities. (However, information about whether they have continued their
education afterwards, is unavailable)
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
9. Within ‘One more chance’ grant project implemented in Muş province, project
coordinators and guidance teachers of Muş Regional Primary Boarding School
personally visited the parents of approximately 100 girls in the villages, who had
difficulty in reaching the school due to logistical/transfer reasons and persuaded
them to enrol their children to the boarding school.
LLL
1. Implementation of real life examples similar to a simulation exercise during the
trainings such as development of assessment tools for a real case RPL helped the
staff to get experience by a real case, which supported capacity development for
implementation of RPL assessment in the future. The experienced staff should train
the newly recruited staff in the same manner to sustain the results achieved
IMPACT
IEREFG
1. Although some of the indicators of achievement have been exceeded in the project,
the project has mostly been about the ‘perceptions’ rather than the numbers.
Especially in the eastern parts of Turkey, certain regions and people have been
contacted face-to-face for the first time, and people who have participated in those
regions to the workshops and project-related events felt appreciated and respected,
which has been very essential for gaining their trust, sustaining their interest and
commitment for the future.
2. By implementing IEREFG at central and local levels, provincial authorities,
municipalities, NGOs, universities, media, and private sector gained the ownership of
the project activities and gained experience to sustain the activities beyond the
project period. The grant scheme implementation allowed the NGOs and local
administrations to understand the importance and benefits of the issue
3. Within project activities, mothers of the students participated in seminars, which were
aiming to raise their awareness. In addition, reading-writing courses were provided to
illiterate mothers. Most mothers benefitted from this, which also had indirect effects
to help them go out and socialise, which reportedly also set a good example for their
neighbours and friends. Positive indirect impact has also been created to contribute
to the social integration and adaptation of families who migrated to provinces from
their villages, and to people whose mother tongue is not Turkish.
LLL
1. Lack of a legal backing behind LLL also hinder the establishment of PLLLCCs and
limit the extent of potential of impact that could be achieved at local level
2. Working groups including public and private sector support to a large extent the
dialogue between the two sides and help creation of a training supply addressing the
needs of the private sector raising employability of participants
3. Due to infrastructure and funding limitations in some regions, project results cannot
be sustained requiring further support.
4. The ZEMEP Project (Program for People with Learning Difficulties to Learn a
Profession) was a project creating high impact in its region. 25 girls and boys were
given training on jewellery making; wood decoration and overshoe making.10 girls
were employed in these areas. The project made great impact on integration of
these students to society and also raised their employability to a significant level.
Training delivered to their parents supported the parents in approaching and helping
their children facilitating further the integration of these students to society.
5. A major issue in LLL is raising interest to LLL and increasing participation to LLL.
Development of Quality in education Through Drama Applications fostered the
interest towards education by use of a very innovative technique to attract
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
participants to LLL. 60 teachers were trained on creative drama and started to use
creative drama in their lessons in schools. Creative drama was started to be used as
an innovative active learning technique in the region. Creative drama was placed by
District Directorate of national Education to the education program
SUSTAINABILITY
IEREFG
1. It is generally observed that even when simple basic material needs of students,
such as sportive clothes, school equipment etc. are provided; it results in a high level
of achievement in gaining and keeping students in the education system.
2. The more families are informed about the roles of MoNE institutions such as SEM’s
(Continuous Education Centres) and RAM’s, their confidence level for them and
institutional credibility increases, which improves socialisation opportunities and
creates a multiplier effect for future activities.
3. At the institutions such as Municipalities, where priorities change when the
administrators change, the projects’ sustainability sometimes faces risks.
4. With regard to human resources, in some projects, the members of the associations
work on voluntary basis, which means that, as long as people keep volunteering and
as the projects make use of these established local structures, the continuity of the
human resources is ensured as well. As an example, the grant project ‘Primary
education is not enough, education does not end’ (Trabzon) the target was
increasing the enrolment of the disadvantaged girls in the rural areas to secondary
school via awareness raising through weekly family visits to the villages by the
volunteer mothers who were members to the Turkish Mothers Association (partner of
the project).
IQVET
1. It has been observed that the capacity for self-evaluation largely differs among VET
schools and an exit strategy is needed to provide both technical and financial
assistance to some of the VET schools to make the Operation results sustainable for
all regions.
2. Lack of flexibility for horizontal and vertical transition in VET schools decreases their
attractiveness as an alternative education
LLL
1. Lack of a legal structure hinders the successful coordination of LLL activities both at
central and local level.
2. Lack of financing models for LLL emerges as an obstacle for the sustainability of LLL
3. The Project for Development of Professional Competences in Metal Sector through
Social dialogue contributed to the establishment of vocational standards in this
sector promoting the sustainability of quality assurance in the sector. The Vocational
Standards were expected to allow development of labour force for these standards.
A certification system and infrastructure for the ECVET system was envisaged. 39
people were trained, small enterprises in the region were visited for baseline survey,
Formal and non-formal education institutions were visited for a baseline survey
contributing to achievement of critical findings for the sector in the region.
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
7. HORIZONTAL (CROSS CUTTING) ISSUES
Majority of the information with regard to horizontal issues during implementation has been based
on the survey outcomes, as the grant schemes were more directly involved with them.
GENDER INTERESTS
Project
IEREFG
IQVET
KUYAP
Design stage
The ToR sets one of the most
important objectives of IEREFG as ‘to
guarantee
equal
opportunities’.
Through this Operation, current
situation of women in the field of
education is aimed to be improved.
ToR also quotes that “When engaging
personnel for this operation, there will
be made no distinction based on sex,
race,
or
religion.
Appropriate
professional
qualifications
and
experience will be the determining
factors
during
recruitment
and
evaluation within the implementation of
the operation.”
Implementation stage
Success has been achieved to a
certain level since the operation
helped to raise awareness on girls’
education and therefore contributed
to gender equality.
MIS system reveals that out of 1122
people recruited for the IEREFG
project (grants included), 657 were
male and 465 were female, which
shows that a relatively balanced
selection has been made to
guarantee
equal
opportunities.
According to the survey results,
almost all respondents (92%)
thought that GBs respected to
gender equality / balance while
selecting the potential participants.
Around %10 of the respondents
stated that the project increased
interest
of
girls
for
some
professions which are traditionally
perceived as ‘male jobs”.
There is no specific reference in the
ToR regarding ‘Gender’. Though it was
expected that IQVET guaranteed
equal opportunities in all of its
operation activities. The principle of
equal access to services for men and
women was expected to be taken as a
main criterion, which would also be
used in the implementation of the
Grant Scheme under IQVET 2. All
persons irrespective of gender would
be expected to enjoy opportunities
when applying for training and work.
All persons irrespective of gender
benefit from training and work
opportunities.
ToR quotes that “Priority will be given
to young employees, women and
disabled employees. Their specific
needs will be considered during the
development of training modules.
Besides, gender related aspects would
be taken into consideration during the
project activities. Time and location of
the trainings will be organized to
KUYAP gives equal opportunity to
both genders. However it is not
possible to state the minimum
number of women participants at
this stage since there is no
available information on the number
of women employees at provincial
and SME level. During the
implementation of operation, all the
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June 30, 2014
THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
ensure high level of participation of
women and work-family balance. In
addition, trainings will take place in
each GC at appropriate locations for
easy access of employees and
employers (especially women). The
participation of women employees will
also be given priority into the project
activities.
data regarding project activities will
be diversified according to genderbreakage.”
It is stated in the design documents
that; the operation will take into
consideration the horizontal issues
referred to in HRD OP. As regards
equal opportunities, the principle of
ensuring equal access to services for
men and women will be ensured
during the implementation of the
operation. A particular importance will
be given to the training of women
employees. Their needs will be
specifically addressed in needs
assessment.
Gender segregation still exists in
the activities of Public Education
Centres (HEM) where separate
courses are organised for men and
women. Gender aspect should also
be studied and respected very well
by the VQA with regard to
occupational standards.
LLL
There is no specific reference in the
ToR regarding gender interests. On
the other hand The ToR includes
women in the target groups as ‘the
unemployed, employed, unskilled, lowskilled adults and especially women’.
Grant projects included both
women and men as long as the
topics were not gender specific.
The Grant Scheme also funded
projects where women were among
the main target groups.
 The Project for Training
Nurses for Old and Patient
at Home
 Integration of Women in
Local Labour Force
 Basic Skills Course for
Women in Tourism and
Services Sector
 Cultural
Entrepreneurial
Competencies Learning for
Adult Women
Impact of Operations on Environment
64% of the LLL and 53,8% IEREFG grant beneficiaries, who responded the survey, stated that
they respected the environmental protection and made sure that their activities did not create a
negative effect on environment.
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
Involvement of the NGOs
54% of the LLL and 55,6% of the IEREFG grant beneficiaries who responded the survey stated
that civil society organizations involved in the implementation of their projects.
Institutional coordination and cooperation
92% of the LLL and 71,4% of the IEREFG grant beneficiaries thought that their projects
contributed to the institutional coordination and cooperation.
Integrating disadvantaged people
17% of the LLL and 68% of the IEREFG grant beneficiaries who responded the survey stated
that their project consisted of disadvantaged people and respected their concerns, therefore
contributed to human rights.
Integration of people with disabilities
66,7% of the LLL and 21,1% of the IEREFG grant beneficiaries who responded the survey stated
that their project consisted of people with disabilities therefore these project also somehow
contributed to human rights.
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
8. GRANT SCHEME ANALYSIS5
Within the Thematic Evaluation, an online survey by reaching out to all grant beneficiaries (GBs)
and the final beneficiaries (FBs) of the "Promotion of Lifelong Learning in Turkey (LLL)” and
“Increasing Enrolment Rates Especially for Girls (IEREFG)” Grant Schemes that are
implemented under the HRD OP Priority 2 and 3. Three questionnaires were designed; two for
LLL and IEREFG GBs and one for the FBs of these grant schemes.
The majority of the questions, the number being 47 and 48 respectively for the GBs and the FBs)
are multiple choices; however there are some open-ended questions in order to allow GBs to
provide other specific information. The online survey was facilitated through a Programme called
‘Survey Monkey’ which is an online software and survey tool.
As the implementation of the grant schemes have been completed, the link of the questionnaire
was only sent to the GBs and they were asked to reach the end users and support them for
responding to the survey. Representatives of the 132 grant beneficiaries – that equals a
response rate of 38.6%, have filled in 51 questionnaires. 49 responses were received from the
GBs. As for the geographical coverage, the responses came from different provinces under
NUTS II regions.
The following table shows the number and ratio of the responses per grant scheme:
Name of the
Total No. Of Projects
No. Of Questionnaires
Grant Scheme
Implemented
Received
LLL
43
24
%56
IEREFG
89
27
%30
TOTAL
132
51
%38,6
Response Rate
Survey results have been summarized below, according to the relevant themes:
8.1. Project development, Application and Selection
Survey results revealed that the LLL projects mostly targeted students and graduates in postsecondary vocational education, unemployed adults particularly women and employees. The
majority of the target groups of the IEREFG grant scheme were students-particularly girls at the
age of secondary education who dropped out or under risk of dropping out in education, and
5 The full analysis report of the survey has been annexed to this report (Annex x).
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June 30, 2014
THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
students-particularly girls at the age of secondary education who cannot access education due to
cultural, social or other obstacles, and parents of the girls who were not willing to send their
children to school and/or cannot afford it.
To define the relevant objectives and target groups, majority of the LLL Grant Beneficiaries (80%)
preferred to conduct interviews and utilize reports by relevant regional directorates of education
and training, chambers, and unions while IEREFG GBs utilized the statistics of İŞKUR,
TURKSTAT, MONE etc. (92,6%).
The GB institutions had limited experiences in project implementation and management. 80,8%
LLL GBs didn’t implement a project in the last 3 years. Similarly 96, 4% of the IEREFG GBs also
couldn’t be able to design and implement similar projects. The GBs under both Grant Schemes
also didn’t have partnership experiences through involvement in design and / or implementation
stages of other projects.
The majority of the GBs have been informed about the call for proposals via web sites of MoNE,
CFCU, Operating Structures, EU Delegation (92,6% for LLL and %85,2 for IEREFG). Checking
out other web sites and e-mail groups was another way of being informed about the Grant
Schemes. In addition to the Internet based tools, 44,4% of the LLL GBs attended “Information
Day”. According to the representatives the GBs (74,1%), info days / meetings were useful
however organized too late to give the GBs enough time for project development and writing.
Most of the respondents (85,2%) consider that application guidelines and forms were userfriendly thus easy to understand however 55,6% of the LLL GBs still think that the forms could be
improved to better to serve to the project promoters. The MoNE and/or regional institutions in
project development sufficiently supported half of the LLL GBs and writing however the most of
the IEREFG GBs (78,6%) couldn’t take adequate consultancy.
Application Guideline (AG) / Application Forms (AF)
60.0%
50.0%
40.0%
LLL
30.0%
IEREFG
20.0%
10.0%
0.0%
Easy to understand and Could be better to serve Not easy to understand
user friendly
to the project promoters and not user friendly
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
8.2. Implementation
Within the LLL, in line with the LLL concept and mentality, mostly trainings have targeted adults particularly basic vocational skills and trainings for unemployed young people to acquire
vocational qualification were conducted. Other than the activities, the projects also served to
establish effective dialogue, internship; and partnerships and networks among social parties have
been established (59,3%). Moreover technological units and laboratories have been established
to support improvement of the training facilities (40,7%).
Concerning the IEREFG projects, development and delivery of psychological counselling
services for female students was one of the most frequent activities (67,9%). This was followed
by educational support to the students towards improving their success in the entrance exams for
secondary education (60,7%), psychological guidance services for girls who do not want to go to
school (57,1%) and towards raising awareness and sensitivity, information and publicity towards
tackling cultural obstacles hindering girls’ enrolment rates at all levels of education (57,1%).
According to the representatives the GBs (74,1%), info days / meetings were useful however
organized too late to give the GBs enough time for project development and writing. Delivery of
training towards families was also provided frequently (50%).
GBs made announcements on local newspapers, on their web sites and even on the local media
to reach out the potential participants however the most effective method, which was applied by
all GBs reportedly, was delivering hand-outs and brochures (100%).
Regarding the selection of the participants, GBs interviewed 77,8% individuals for the LLL and
34,6% for IEREFG as potential participants; social partners also supported the GBs in the
selection process. Most of the respondents revealed that they couldn’t get sufficient support from
the provincial directorate of National Education (77,8% for LLL and 51,9% for IEREFG).
Almost all GBs under LLL and IEREFG operations, which conducted, training activities in scope
of their projects, designed their training programmes and curricula in line with the MoNE’s
curriculum.
Training activities conducted within the LLL and IEREFG Grant Schemes were well attended by
the participants. 88,5% of the LLL respondents reported that the dropout rate was less than 5%.
This rate was also similar for the 96,4% IEREFG GBs.
73,1% of the LLL GBs and 81,5% of the IEREFG reported that, they conducted evaluation
studies reflecting the thoughts and opinions of the participants about project implementation.
The majority of the respondents were fully satisfied with the trainers and training curricula. Half of
the LLL GBs and 75% of the IEREFG GBs evaluated training materials, workshop, and
equipment and supply as adequate. Venue and the treatments were reportedly good.
Active contribution in implementing main activities of the project was mentioned by 88,9% of the
LLL and 92,9% of the IEREFG GBs as one of the most important determining factors for partner
selection. Sustainability of the project and providing access to the target groups were the other
factors, which had been considered by the GB institutions in the selection process of their
partners.
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
Most of the partner organizations supported and facilitated the project in reaching and selecting
the potential participants. 66,7% of the LLL and 70,4% of the IEREFG GBs reported that their
partners also contributed to the project implementation and monitoring main activities. 25,9% of
the LLL GBs had partners, which provided employment opportunities for the participants.
Almost all GBs of both LLL and IEREFG operations underlined that their partners fully delivered
what had been expected from their organizations.
Support by MONE, CFCU and MoLSS regarding project
implementation
100.0%
90.0%
80.0%
85.7%
70.0%
60.0%
50.0%
LLL
40.0%
IEREFG
30.0%
20.0%
10.0%
14.3%
0.0%
Yes
No
The Operation Beneficiary (MoNE) and Contracting Authorities (both the MoLSS and the CFCU
as the former authority) fully supported the GBs during the implementation stages of their
projects.
MoNE, CFCU and MoLSS mostly provided consultancy services to the beneficiaries of the LLL
and IEREFG Grant Schemes. Trainings and help desk were other support mechanisms, which
were regularly applied by the GBs during the project implementation.
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
Coverage of the support
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
LLL
IEREFG
Project
management /
implementation
Procurement
MIS
Final report
preparation
Visibility
91,7% of the LLL and 92% of the IEREFG GBs evaluated that Operation Beneficiary and
Contracting Authorities fully supported them in project management and implementation.
Secondly, adequate support was taken at the final report preparation stage. Mainly IEREFG GBs
underlined that limited cooperation established for the MIS usage and procurement.
Only a few of IEREFG GBs (3,7%) found that the support taken from the Operation Beneficiary
and Contracting Authorities was not useful at all. Majority of the GBs found the support definitely
useful.
Benefits from this support
80.0%
70.0%
60.0%
50.0%
59.3%
LLL
40.0%
IEREFG
37.0%
30.0%
20.0%
10.0%
3.7%
0.0%
Was definitely useful
Partly useful
Not useful at all
87% of the GBs thought that the contributions of the regional and central monitoring teams and
the TAT were partly useful for the project implementation.
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THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
Support provided by the regional and central monitoring
team and the MONE (by way of Technical Assistance
Team-TAT)
60.0%
50.0%
50.0%
40.0%
30.0%
LLL
32.1%
IEREFG
20.0%
17.9%
10.0%
0.0%
Was definitely useful
Partly useful
Not useful at all
The majority of the respondents of both IEREFG and LLL Grant Schemes revealed that their
projects contributed to establish coordination and communication between the Governorate’s EU
affairs office and MONE Provincial Directorate.
The MIS system was used by the GBs mostly for reporting purposes. Additionally, 85% of the
respondents of both LLL and IEREFG GBs utilized the system for recording, filling the activities
and expenditures for internal monitoring.
Main reasons for not utilizing the MIS only at a minimum level are: due to not getting trained well
enough to use the system effectively and not receiving adequate support from monitoring and TA
teams.
Reasons of limited MIS utilization
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
LLL
40.0%
IEREFG
30.0%
20.0%
10.0%
0.0%
It was not user friendly We were not trained in a
We did not receive
and took too much time manner to be able to use it adequate support from
effectively
monitoring and TA team
90
THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
Main challenges which have been encountered during the project implementation
77,8% of the LLL GBs revealed that the major deficiency they had faced with during the
project implementation was complex and long procedures in procurement whereas 57,1% of
the IEREFG GBs stated that delays in grant contracting hampered the efficient
implementation. Procurement: compliance to rule of origin, to find qualified project personnel,
inadequate implementation support, reporting and MIS usage were also reported to be main
challenges encountered at the implementation stages.
Main challenges encountered
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
LLL
Inadequate implementation support
Changes in the management of the Partners
Changes in the management of your institution
Frequent monitoring visits
Reporting
MIS usage
Rules of eligible expenditure
Complex and long procedures in procurement
Procurement: compliance to rule of origin
Seasonal problems affecting attendance
To find suitable venue
To find qualified experts and trainers
To find qualified project personnel
Problems in registering of participants
Grant contract is not easy to comprehend
Delays in grant contracting
0.0%
IEREFG
8.3. Outputs and results
Other impact(s) of the project activities on the attitude of participants which had not
been foreseen / planned in the scope of their project
83,3% of the IEREFG GBs evaluated that social networking was one of the most important
impact, which had not been expected at the design stage of the project. 60,9% of the LLL GBs
91
THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
reported that the individuals who participated in the project activities had employment
opportunities through the networking established among them.
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
LLL
20.0%
IEREFG
10.0%
0.0%
Employment
through the
networking among
the participants
Social networking
Interest in
occupations which
are traditionally
male occupations
Occupational
training or similar
activities did not
have any
contribution in
finding jobs
Contribution of implementing this Project to the institutional capacity of the GBs
The survey revealed that all projects implemented under LLL and IEREFG Grant Schemes
contributed to the institutional capacities in different aspects. Almost all of the GBs reported that
they are now more experienced in implementing EU grant projects. More than 80% of the GBs of
both operations stated that they could use the equipment and materials for further similar
activities and improve their network. Additionally these projects did not only support to enhance
institutional capacities, 88,9% of the LLL respondents and 75% of the IEREFG GBs also
underlined that members and staff of their institutions also gained experience.
92
THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
120.0%
100.0%
80.0%
60.0%
40.0%
20.0%
LLL
We have improved our
communication and
relations with stakeholders
in labour market
We have improved our
network
We could use the
equipment and materials
for further similar
activities
Members and staff of our
institution gained
experience
The coverage of our
activities was enlarged
We have now experience in
implementing EU grant
projects
0.0%
IEREFG
8.4. Involvement in the grant scheme activities
What are the priorities of the Programme to which the Project in which you participated
was addressed?
62.0%
60.0%
58.0%
56.0%
54.0%
52.0%
50.0%
48.0%
Increasing especially girls enrolment in Secondary
Education
Lifelong Learning
52% of the respondents participated in the projects implemented under the LLL Grant Scheme
while 60% involved in the projects under the IEREFG Grant Scheme. According to these
percentages, it’s obvious that some of the participants attended the activities of both Grants
Schemes.
93
THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
What was your status at the moment of your involvement in Grant Scheme activities?
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Employed
Unemployed
Self-Employed
72,2% of the respondents was employed at the time they participated in the projects whereas
24,1% was unemployed.
How you learned about Grant Scheme, that you were involved?
42,6% of the participants were informed about the Grant Scheme and project by checking out the
web sites of MONE, CFCU, Operating Structure, EU Delegation. 31,5% of the respondents
reported that their institutions representatives officially informed them. Furthermore, 29,6% of the
participants had the initial contact when they attended the awareness raising campaign of the
project.
I was officially informed by my
institutions representatives
13.0%
I learned from my colleagues
31.5%
18.5%
Web sites of MONE, CFCU, Operating
Structure, EU Delegation
3.7%
7.4%
18.5%
I learned from the awareness rising
campaign of the project
Other web sites and e-mail groups
Other institutions
29.6%
42.6%
Local and/or national media
Information day for call for proposal
94
THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
What were your motives to be involved in the project activities?
28%
35%
Acquiring new skills and competencies
Improving my skills and competencies
Improving my professsional status
Opportunities for career development
4%
Enrolment in an education
13%
20%
Most of the respondents (35%) intended to acquire new skills and competencies thus participated
in the projects. 28% of the respondents was eager to be enrolled in an educational institution.
Similarly 20% attended the activities to improve their skills.
Were you familiar with the conditions of your involvement in the project activities before
its start?
Most of the participants (55%) had already been informed about the conditions about their
involvement before the projects commenced.
Almost all respondents (92%) thought that GBs respected to gender equality / balance while
selecting the potential participants.
For most of the participants (82%), this was the first project they have been involved.
What is the group targeted under the scope of project activities in which you were
involved?
57,1% respondents stated that the projects they involved were targeting parents of girls who are
not willing to send their children to school and/or cannot afford it. Similarly, 51% reported that
students-particularly girls at the age of secondary education who dropped out or under risk of
dropping out in education were one of the target groups that their projects aimed at to reach.
Students-particularly girls who cannot access secondary education due to cultural obstacles
(40,8%) and unemployed adults particularly women (36,7%) were the other groups included into
the project implementation.
95
THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
Almost half of the respondents (48%) mentioned capacity building trainings as the main type of
the activities. Similarly, 42% thought that, trainings on basic skills and its further development for
adults particularly for women in formal and non-formal vocational institutions were one of the
most important actions of the projects. Additionally 40% found that trainings for motivation and
supporting families were beneficial.
How were you selected for the participation in the activities of your project?
52,3% of the potential participants was interviewed to be involved in the project implementation.
Additionally, the MoNE and other social partners also supported the GBs at the selection stage.
4,5% of the respondents stated that, for some projects, the number of applicants were limited,
thus no selection made.
Your needs are satisfied from the participation in this project?
34% of the participants evaluated that they were totally satisfied with the project and its activities.
Only 5,4% of the participants reported that the project didn’t meet there needs and expectations
thus they were not very satisfied or unsatisfied.
2%
4%
18%
34%
Totaly satisfied
Very satisfied
Quite satisfied
Not very satisfied
Unsatisfied
42%
In case you participated in training under the activities of your Project, did you complete
full course as it was designed?
Almost all participants (96%) who attended training activities under the scope of the projects were
able to complete full courses as designed.
96
THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
Although only few participants dropped out of the training activities, 56% the respondents stated
that they didn’t complete full course because it was not helpful for their career path development
and improvement of professional status. Other reasons were reported as; official / professional
commitment (11%), family related (11%), lack of belief in that the training will facilitate
employment (11%) and personal failure (11%).
80% of the respondents evaluated that the project was definitely useful / beneficial for them in
different aspects while 2% thought that it was not useful at all.
How do you regard the effect of your involvement in the project activities on the level of
skills of your status/professional level?
82% of the respondents reported that project activities fully or adequately affected the level of
their skills and professional status.
2%
16%
High effectiveness
Good effectiveness
Satisfactory effectiveness
20%
62%
Low effectiveness
8.5. Grant scheme main conclusions & recommendations
The answers of the grant beneficiaries to the open-ended question below:
How do you regard the effect of your project activities on the level of skills of your
participants? Did they become “employable” by the end of the Project services provided
to them?
LLL


The conferences and workshops had positive impacts on the participants.
“Skills and competencies of the participants have been enhanced. The project was
focusing on the construction sector. Closing period of the project was in autumn which
has negatively affected the trainees who were looking for job opportunities.”
97
THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3







“Level of English language skills of the trainees has been increased and internship
opportunities facilitated the trainees to get engaged with the labour market.”
“Improvement of professional knowledge and individual skills by the training activities
conducted in scope of the project.”
“Yes, at the end of the project, successful trainees were able to find jobs relevant with
their professions.”
“Participants have taken sufficient information about marine and sailing. By the end of the
project, 4 sailing specialization clubs have been established and the trainees of the
project have been assigned to the administrative positions within these clubs.”
“Many of the participants have been employed after the training activities completed.”
“In a large extend, the participants have learnt how to read and write and adopted the
mentality of lifelong learning.”
“90% of the participants were successful to get internationally accredited certificates. 45%
of them have found jobs and become qualified employees.”
IEREFG











“Exam success rate of the school increased to 63% from 41%.”
“The participants have got new skills however couldn’t get employed.”
“I think the project was beneficial. Awareness of especially students, teachers and parents
has been raised.”
“Successful enrolment rates; 27 girls engaged with the formal education and 47 girls
enrolled in the non-formal education.”
“The majority of the support courses were on music, drawing, drama therefore these
courses facilitated the trainees mainly the girls to be registered to the vocational
secondary schools.”
“Enhanced self-confidence.”
“Reasons of drop outs have been analysed.”
“Training of trainers conducted for research assistants at the university.”
“Trainings have been conducted for the administrators and teachers of the 20 schools at
the city centre where drop-out rates were high.”
“Increased school attendance and academic success of the girls who were already
engaged with the education.”
“The participants went to the library regularly during the project implementation besides
attended seminars with their parents.”
The most difficult challenge faced that could not be entirely solved:
LLL




“The courses were not conducted with İŞKUR thus the certificates are not recognized by
high voltage plants.”
“Lack of support to find appropriate places / venues for the activities e.g. seminars,
trainings.”
“Lack of experienced and competent human resources to coordinate project activities.”
“Procurement procedures. Inadequate support from the CFCU and frequent personnel
changes at the CFCU.”
98
THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3




“Inadequate support prior to the start of the projects.”
“Legislative and organizational differences of the institutions.”
“Monitoring conducted by different actors caused problems.”
“All successful trainees could not be employed after getting trained.”
IEREFG









“Prejudices of public institutions about the projects implemented by NGOs.”
“Lack of commitment and ownership of high level administrators negatively affected
project implementation.”
“Being inexperienced in project management / implementation.”
“Contradictory practices by different level monitoring teams.”
“Socio-economical facts and cultural obstacles affected enrolment rates.”
“Couldn’t get sufficient support when a problem arose.”
“Frequent changes within the national education system.”
“Co-financing.”
“Lack of consciousness about gender equality among the parents.”
Major achievements:
LLL













“Skill development on lifelong learning.”
“Participants’ knowledge level on measurement and evaluation systems of teachers’
qualifications have been increased.”
“Awareness raised on EU projects.”
“Gained experiences on project preparation and management.”
“Enhanced qualifications with the trainings and increased employment opportunities.”
“Enlargement of the outcomes of the project within the region.”
“The most important achievement is to be a sustainable project.”
“Getting accredited certificates after completing the training activities successfully.”
“Providing qualified employees in line with the sectoral demands.”
“Establishment of a full-fledged laboratory in the region compatible with EU standards.”
“Increased self-confidence and social network among the participants.”
“A library has been established at Ardahan University by means of the project.”
For metal sector, occupational standards and qualifications have been prepared for 10
different occupations at 17 different levels and endorsed by Vocational Qualifications
Authority.”
IEREFG




“Introduction of the role-models from business / work life to the participants to support
them for changing their visions.”
“Raising awareness of the parents.”
“Skill development”
“Consultancy support for almost 5000 students at the boarding schools for 2 months plus
conducting training activities for teachers about pro-active learning and communication.”
99
THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3











“Changing negative opinions and prejudices of the girls towards education.”
“Increased enrolment rates and raised awareness.”
“Changing wrong religious beliefs specifically on education.”
“Gained experience and developed capacity on managing EU projects. New project
applications have been made accordingly.”
“Literacy courses were conducted for 80 illiterate girls and they were somehow integrated
to the society.”
“138 girls were enrolled to the secondary education.”
“Efficient studies to convince the parents to engage their girls with the education.”
“Increased self-confidence.”
“1491 parents who were living in the rural areas were trained on domestic
communication.”
“With the contributions of the project, the image of the school has changed in a positive
way.”
“3 libraries were established and they are still functioning.”
Recommendations and conclusions if any
LLL







“Finding experienced human resources to manage projects and ensure their
sustainability.”
“Co-financing is the most critical issue especially for the public institutions whose budgets
are very limited and hard to afford the defined amount.”
“Grant beneficiary institutions and project coordinators should be well trained before the
projects commence. A hotline can be established just to get adequate support when
needed.”
“As an indirect positive impact, trainings conducted in the mountain villages increased the
sympathy and confidence of the individuals towards the government.”
“The project was very beneficial for the infrastructure and equipment of the school. All
procured materials are being actively used now.”
“Evaluation process / period of the grants scheme projects should be shortened to
eliminate possible project proposal revisions.”
“It would be more efficient and easy to work with a single authority instead of
communicating with MoNE, CFCU and MoLSS. Besides a consultant has to be assigned
in each pilot province.”
IEREFG



“This project was very beneficial for the school, district and the city thus we would like to
implement similar projects in the future. Thanks a lot the representatives of the institutions
who were supporting us during the project implementation.”
“Our region needs more projects alike.”
“Knowledge level of the monitoring experts is not sufficient. At the final report preparation
stage, we realized that they missed some important points during the monitoring visits,
which then turned to be significant problems. Such deficiencies may hinder the intention
and willingness of the institutions for making future project applications and finding
100
THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
convenient human resources who will take the responsibility to coordinate project
activities.”
Please describe the most difficult challenge that you faced and that could not be entirely
solved:












“Involvement of the families / parents in the project activities”
“Limited durations of the training activities”
“Raising parents’ awareness about education”
“Continuity”
“Transportation problems”
“Lack of coordination”
“Low pocket-money amount (1 euro) of trainees”
“Frequent administrative changes at the beneficiary institution”
“Contradictory practices by different level monitoring teams”
“Early marriages”
“Problems with getting final payment”
“Language barrier, project language”
Please describe your major achievement of your Project:












“Finding a job and getting employed”
“Increased school success of the girls”
“Increased interest of the students to go to secondary schools plus increased enrolment
rates”
“Enhanced motivation for university education”
“Skill development and newly gained skills”
“Having new friends, networking, social atmosphere”
“Integration of the disadvantaged / excluded groups in to the society”
“Positive feedback received from the families / parents of girls who participated in training
activities”
“Increased enrolment rates of girls in secondary education who live in rural areas,
villages”
“Getting experienced in project management”
“Getting familiar with EU examples and increased self-confidence”
“Successfully completing the trainings and getting certificates”
If your project conducted training, which was the most important economic sector for
which you prepared yourselves?







Machine industry
Higher education
Architectural design
Glass painting / design and marketing
Construction
Service sector
Music
101
THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3






Painting
Drama
Hand crafts
Automotive
Confection
Metal sector
Most of the participants (76%) who had somehow benefitted from the projects are willing to
participate in such kind of projects in the future. Similarly, 12% is also interested in however only
under certain conditions. 7% doesn’t want to take part in anymore.
Recommendations and conclusions if any:





“Future projects should more focus on students specifically girls”
“Such projects are so important and precious for the region. Girls who are expected to
drop-out from the education system would be doctors, engineers, teachers and nurses
with the contributions of these projects.”
“Many thanks to the institutions and individuals who provided benefits to our students and
supported us during the project implementation.”
“I wish more intensive training programmes in the future.”
“Implementing projects is very good and beneficial for us however paper work at the
execution stage is tiring.”
102
THEMATIC EVALUATION HRDOP PRIORITY AXIS 2 and HRDOP PRIORITY AXIS 3
9. ANNEXES
1. Terms of Reference
2. Work Plan
3. Evaluation Methodology
4. Background Analysis
5. Operation's Evaluation Template
6. LLL Operation Evaluation Report
7. IEREFG Operation Evaluation Report
8. KUYAP Operation Evaluation Report
9. IQVET Operation Evaluation Report
10. Survey Questionnaires
11. Survey Analysis Report
12. Focus Group Formats
13. Correspondence Template for Field Visits and Focus Group Meetings
14. Field Visit Schedules
15. Agenda of the Beneficiary and Stakeholder Workshop
16. List of Beneficiary and Stakeholder Workshop Attendees
17. Focus Groups Notes
18. List of the persons interviewed
19. List of documents reviewed
THEMATIC EVALUATION REPORT
June 30, 2014