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H R D O P I M P L E M E N T A T I O N
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H.01.
OIS
INSTRUMENT FOR PRE-ACCESSION ASSISTANCE
HUMAN RESOURCES DEVELOPMENT COMPONENT
OPERATION IDENTIFICATION SHEET
1. Title of the Operation:
Strengthening the Impact of the Conditional Cash Transfer Programme in Turkey for Increasing High School
Attendance
2. Operating Structure:
The Ministry of Labour and Social Security (MoLSS) – EU Coordination Department
3. Organisation Responsible for the Implementation of the Operation:
Ministry of Family and Social Policy (MoFSP)
4. Compatibility and coherence with the Operational Programme
4.1 Title and number of the Programme: Human Resources Development Operational Programme – CCI No.
2007TR05IPO001
4.2 Title of the priority axis:
Priority Axis 2: 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.
4.3 Title of the measure:
Measure 2.1: To increase enrolment rates particularly for girls with a view to developing female human
resources and access to labour market.
5. Description of the Operation
5.1 Contribution to the achievement of the Operational Programme:
This Operation will focus on the second priority axis of the HRD OP, whose objective is described as “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.
More specifically, the Operation will contribute to the implementation of Measure 2.1 of the HRD OP which
intends “To increase enrolment rates particularly for girls with a view to developing female human resources
and access to labour market. In this respect, the Operation will aim at strengthening poor students’ attendance
rates and decreasing early school leaving and early school leaving rates at high school level through removing
the financial obstacles by providing monetary support for high school attendance.
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As stated in the HRD OP, for enhancing human capital the very first challenge is the low school attendance
rate especially for girls at all levels of education, particularly in secondary education and Vocational Education
Training (VET). In this regard, this Operation will contribute to the achievement of the mentioned objectives
through, firstly, by decreasing early school leaving rates of disadvantaged high school girls and boys by
providing financial support; secondly, by reaching the target group and stakeholders through regional focus
group studies, informative meetings and enhancing the institutional capacity of the Directorate General for
Social Assistance (GDSA) Programme of the Ministry of Family and Social Policies(MoSFP) and Ministry of
National Education(MoNE) .Since, the main target group of the Operation is high school students in poverty,
which will be described further in the following parts, this Operation will also contribute to the achievement of
the objectives of Measure 4.1 of the HRD OP, which aims at social inclusion of disadvantaged persons. In the
long term it is expected that as having graduated from high school is positively correlated with higher chance
of being employed, the Operation will also facilitate girls’ labour market participation.
This operation will contribute to the achievement of diminishing low school attendance rate particularly in
secondary education also through initiating a coherent collaboration between MoSFP and MoNE on the field
activities which will be provided for the target group. A comprehensive Memorandum of Understanding
(MoU)1 which is ensuring this collaboration is signed between MoNE and MoFSP. By having signed this MoU
with MoFPS, MoNE has reassured to collaborate with MoFSP firstly on finalizing to design all activities under
service component during preparation of Terms of Reference (ToR) of Operation and then take part in
implementation phase.
Particularly, the Operation will contribute to the following indicators stated in the HRD OP:
-
Number of girls accessed to secondary education as a result of programme intervention
Number of early-school leavers accessing education again as a result of programme intervention
Number of parents who are given counseling
Number of families persuaded to send their daughters to school.
5.2 Overall Objective:
To increase school attendance rates of young boys and girls who are at the age of high school education and
in poverty.
5.3 Operation Purpose:
The purpose of this Operation is to provide additional financial support for increasing school attendance rates
of high school students in poverty who are potential and current beneficiaries of Conditional Cash Transfer
(CCT) Programme2 with a view to reducing the risk of early school leaving.
This purpose will be attained through the following:
- Strengthening the effect of the CCT programme on attendance rates in high school by providing financial
incentives for high school students in poverty who are potential and current beneficiaries of the CCT
programme (9th, 10th and 11th grades),
1 The original Turkish version of the MoU with signatures and translated version are attached to the OIS.
2 Conditional Cash Transfer Programme is a conditional cash assistance programme in Turkey implemented by GDSA. Implementation
details of the programme are described under section of 5.7 (Description of the Operation and Background).
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- Increasing the high school attendance rates of both male and female students who are CCT beneficiaries and
potential CCT beneficiaries by supporting them to the last level of high school education
- Diminishing the high early school leaving rates of CCT high school students and potential CCT high school
students
5.4 Location(s):
The base of Operation will be Ankara. The activities of the Operation will cover 81 provinces of Turkey.
5.5 Duration:
Service Component: 12 months
Direct Grant Component: 15 months
5.6 Target group(s):
In accordance with its objective and purpose, the Operation addresses below target groups indicated under
the Measure 2.1 of the HRD OP, which are:
-
High school students (9th, 10th and 11th grades) who are CCT beneficiaries and potential beneficiaries
of the CCT programme in the same grades who are early school leavers, as well as the parents
(preferably mothers) of the aforementioned groups.
5.7 Description of the Operation and background:
5.7.1. Poverty and Conditional Cash Transfer
The terms of poverty and social exclusion are two major issues on the agenda especially since the 2001 and
2008 global financial crises have hit many countries dramatically. It is commonly recognized that the impact of
the global financial crisis has led to an additional rise in poverty and social exclusion specifically in developing
as well as developed countries, while it was previously a common phenomenon predominantly for
undeveloped countries for decades.
The term of “Poverty” has more than one definition based on different methods and approaches. According
to one of these definitions, poverty is about not having enough money to meet basic needs including
nutriment, clothing and shelter. However, poverty has more aspects, much more than just not having enough
money or food. The World Bank Organization (WBO) describes poverty in a multi-approach way3; poverty is
hunger, lack of shelter, being sick and not being able to see a doctor, not having access to school and not
knowing how to read, or not having a job, fear for the future or living one day at a time.
Children are the ones most dramatically affected by poverty on the basic level beginning from the very early
stages of life. According to the Convention on the Rights of the Child (1989) the legal definition of children is
"people under the age of eighteen". According to UNICEF "children living in poverty are those who experience
deprivation of the material, spiritual and emotional resources needed to survive, develop and thrive, leaving
them unable to enjoy their rights, achieve their full potential or participate as full and equal members of
society".
3 www.worldbank.org /en/topic/poverty
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Worldwide child poverty is even worse than the common poverty with underlying myriad causes for the future
poverty which is defined as cycle of poverty. The situation of cycle of poverty which is also referred as
intergenerational cycle of poverty or chronic poverty occurs when a family remains in poverty over many
consecutive generations without having any chance or human capital to produce any exit strategy from
poverty situation. Within this context poverty is not only associated with lack of financial resources, but also
with lack of any internal desire to improve the situation which only attained by having equal opportunity to
access to the basic needs in order to complete physical development and basic services such as education and
health to advance mentally starting from the very early period of life4.
Reducing child poverty and investing on children have been recognized by most of the governments as a way
to break this cycle especially through the Universal Declaration of Human Rights introduced by United Nations
in 1948. Improving the quality of education and progressing in tools to eliminate the obstacles for accession
to education services provided to the poor is seen by most as the best way to break this cycle. Improving the
environment the child grows up in, ensuring access to health, providing financial incentives (either through
benefit schemes or reducing taxes) and promoting family values have all been suggested as ways to break the
cycle. Boys and girls have equal rates of poverty through their childhoods; as women enter their teens and
childbearing years the rates of poverty between the genders broadens. Globally, women are far more
disadvantaged than men and poor children are more likely to live in female-headed households.
To tackle chronic poverty or cycle of poverty or intergenerational cycle of poverty, governments need to build
a solid foundation and inclusive policies and strategies. Policies covering inclusive plans are referred as social
protection which is associated with preventing, managing, and overcoming situations that adversely affect
people’s well-being5. An inclusive social protection consists of performing policies and implementing
programmes designed to reduce poverty and vulnerability by promoting efficient labour markets, diminishing
people's exposure to risks, and enhancing their capacity to manage economic and social risks, such
as unemployment, exclusion, sickness, disability and old age6. Investing more on social expenditures is a key
indicator for countries for succeeding to build a social protection system.
Conditional cash transfers (CCT) are one of the important assistance tools used as a part of a social protection
system. CCT programmes transfer cash, generally to very poor households, on the condition that those
households make pre-specified investments in the human capital of their children or themselves. Education
conditions usually include school enrolment, attendance on 80–85 percent of school days and occasionally
some measure of performance. Most CCT programmes transfer the money to the mother of the household or
to the student in some circumstances. Currently there are more than 20 countries implementing CCTs
worldwide. Turkey is one of these countries implementing CCT programme since 2003 with a stable political
support to combat its poverty problem.
5.7.2. Poverty, Education and Labour Market in Turkey
In spite of progress in the past decades poverty and social exclusion are also a fact in Turkey. Unequal
distribution of income is still one of the most crucial hitches in Turkey, though the Gini coefficient has a
decreasing tendency in the last decade. However, the values are not known for the period between 1994 and
2002, where the Gini coefficient, which was 0.49 in 1994, has decreased to 0.44 in 2002 and then, lastly in 2013
it has decreased to 0.4027. The macroeconomic steadiness sustained especially after 2001, the decreasing
4 Sophia Addy, William Engelhardt, Curtis Skinner, “Basic Facts About Low-income Children”, Mailman School of Public Health Colombia
University, New York, 2011.
5 United Nations Research Institute for Social Development
6 World Bank, 2001, Social Protection Sector Strategy Paper: From Safety Net to Springboard. Washington DC, USA
7 TURKSTAT, Income and Living Conditions Survey, September, 2013
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trend in inflation rate, increasing rate of social transfers towards low-income groups and improvements in
sectoral policies especially in education and health could be listed as main reasons for this significant
progression. Although there is a descending tendency in the Gini coefficient values that reflects a less unequal
distribution of income, income distribution is more unequal in Turkey than in the EU (0.305 for EU 18
countries8).
On the other hand, according to the TURKSTAT data regarding population under poverty line by educational
status in 2010, the percentage of poverty for illiterate youth is 63.9 %. This rate is 49.9 % for men and 67.7 %
for women. This rate is 11.0 % for young people graduated from high or upper schools. These numbers also
approve that education is significant not only for employment prospects, but also for chronic poverty risk of
the young people. Another result that could be revealed from these indicators is the relationship between
employment rate of young people and level of education. Low level of education is more likely to result in low
labour force participation with lower salaries, while higher education participation is more likely to result lower
level of unemployment.
Educational attainment level of the labour force is also low compared to EU countries. In 2005, 62 % of the
labour force had under secondary school level of education and only 12 % of total labour force is high school
and university graduates. Labour force participation rate is positively related with education level and this
relation is more striking for women. Labour force participation of women is 31 % for upper secondary school
graduates where it rises to 70 % for high school and university graduates.
One of the main reasons behind the high youth unemployment and low labour force participation rate in
Turkey is the low level of education or leaving school earlier without any degree among young people. With
the respect of educational attainment, despite the improvements particularly in the enrolment rate in primary
education, which has rose from 80% to 98% in the period of 2002 to 2014 , the enrolment rate at secondary
level is still low with 82%. Furthermore, there are also regional and gender differences at all levels of
education. In fact, the low attendance rate at secondary education level and high early school leaving rates
particularly for girls are the main challenges in increasing qualifications of the young people.
5.7.3. Poverty and Early School Leaving in Turkey
Early school leaving (ESL) is defined by European Commission as young people between the age of 12 and 23
who leave education and training without a degree or with only a lower secondary level degree 9. ESL is a
multi-dimensional and complex problem caused by a cumulative process of disengagement. Personal, social,
economic, education or family-related reasons are of the underlying causes of ESL. Reducing ESL can help
towards the integration of young people into the labour market, and contribute to breaking the cycle of
deprivation that leads to the social exclusion of too many young people 10.
ESL is one of the most challenging problems for most of the European Union Countries (EUC) which lead to
higher unemployment rates, and to large public and social costs. In 2012, 12.7% of all 18 to 24 years olds had
not completed upper secondary education, which means approximately 5.5 million young people, and were no
8 EUROSTAT, 2013
9 European Commission, 2006.
10 Reducing Early School Leaving: Key Messages and Policy Support, Final Report of the Thematic Working Group on Early School
Leaving, November 2013.
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longer in education and training11. Hence, setting the 10% headline target on the level of ESL is one of the five
EU targets for 202012.
ESL rates among EUCs show a heterogenic structure, some have rates well below the European headline target
of 10% and some other still have very high rates above 30%. Turkey, Portugal, Spain and Malta have the
highest ESL rates compared to other EUCs with the total rate of above 30%, while Croatia, Switzerland, Czech
Republic, Poland and Slovenia have the lowest rates around 5% 13. These differences are in part due to certain
characteristics of the education system, but also to historical, economic, and social reasons. In most countries,
boys are more likely to leave school prematurely than girls. ESL is higher in VET than in general education
although good quality VET can be successful in helping many young people complete upper secondary
education14.
When researches on reasons of dropout in high school are examined, these reasons are classified as familial,
individual, social and educational reasons. Studies indicate that there are early or forced marriages and
domestic forced working for especially girls, low educated parents, problematic behaviors of teenager, failure
of lessons, self-distrust or distrust against teachers or school, social-economic problems causing forced to
work, school expenses not to be met among these reasons of dropout in high school. Besides, it is revealed
that early school leaving reasons depend on multi-variants rather than only a variant. In other words, students
may leave school earlier because of both familial and educational reasons or their social problems cause
individual reasons.
According to the report called “Policy Recommendations of Repetition of the Grade, Reasons of Dropout and
Children Outside the Formal Education in High School” prepared by MoNE and UNICEF, the highest leaving
rates occurred in 9th grade with 6,8% and failure of lessons was revealed as the most important reason of early
leaving school in Turkey (37.1%). Other important factors include dislike of school (27.8%), forced to work
(20.0%) and difficulty in meeting the costs (16.6%) because of economic problems.
Even though the rate of early school leaving because of economic problems is approximately %37, it is
possible to say that socio-economic problems may cause other reasons such as failure of lessons, dislike of
school, early marriage and domestic forced working.15
5.7.4. Combating Poverty in Turkey and General Directorate of Social Assistance
As stated in the previous section, despite progress, poverty, social exclusion and as a result the number of
people with lack of chance to reach education is still one of the most challenging problems in Turkey.
Turkey has a long past in poverty alleviation pursuit, however has a short history in the implementation of
widely spread and coherent social assistance programmes as just as three decades. Social Assistance and
Solidarity Fund has been founded in 1986 according to Law No. 3294 which is the most comprehensive law
defining the principles of social assistances and explaining the term of “living in poverty” for the first time in
Turkey. Social Assistance and Solidarity Foundations (SASFs), local branches to reaching assistances to citizens,
have been established in every province and sub province of Turkey through this law.
11Labour Force Survey 2012 http://epp.eurostat.ec.europa.eu/tgm/table.do?tab=table&init=1&language=en&pcode=tsdsc410&plugin=1
12 Europe 2020. A strategy for smart, sustainable and inclusive growth, COM (2010)2020; http://ec.europa.eu/europe2020/index_en.htm
13 EUROSTAT
14 Reducing Early School Leaving: Key Messages and Policy Support, Final Report of the Thematic Working Group on Early School
Leaving, November 2013.
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General Directorate of Social Assistance (GDSA) has been carrying out its activities under the umbrella of
Republic of Turkey's Ministry of Family and Social Policies (MoFSP), through 1000 SASFs located in all
provinces and sub-provinces across the country since 1986 by using Social Assistance and Solidarity Fund
resources. MoFSP’s fundamental responsibility is to make social policies for Turkey and implement social
assistance and service programmes.
MINISTRY OF FAMILY AND
SOCIAL POLICY
THE FUND BOARD
GENERAL DIRECTORATE OF
SOCIAL ASSISTANCE
SOCIAL ASSISTANCE AND
SOLIDARITY FOUNDATIONS
(1000)
Figure 1: The Structure of Ministry of Family and Social Policy in the context of social assistances.
Social Assistance and Solidarity Fund (SAS Fund) is the only resource for the assistance programmes. GDSA is
the only governmental institution responsible for implementing nationwide social assistance programmes
according to Law no.3294 which is the law also defining all the principles for the eligibility criteria for social
assistance programmes in Turkey.
According to law no.3294, the terms of “living in poverty”, and “eligibility criteria” are defined as;
“The Turkish citizens/households or residing foreigners/households who have no social security from any
formal institution, who are not receiving any regular pension from any of these formal institutions, and
the people who could become beneficial and productive for the society if any monetary or educational
support would be provided.
Or people who have social security from formal institutions, and receiving regular pension from any of
these formal institutions, but living in a household in which the monthly income or expenditure per
capita is below approximately 100 Euro which is calculated by dividing the national minimum wage
amount into 3 (it is subject to change due to the amount of minimum wage changes).”
Programmes are basically divided into 5 different categories; Family Assistances, Education Assistances,
Assistances for Specific Purposes, Thematic Central Regular Cash Transfers and Allowance Programmes to the
Specific Groups.
SASFs have their own legal personality declared by the private law and they have their own local communitybased decision-making bodies consisted of selected and appointed members which are defined in the Law No.
3294. “Local Board of Trustees” consists of representatives of municipality, several government units,
philanthropist locals and NGOs, as well as Mukhtar. The head of the Board of Trustees is the administrative
chief. The structure of decision-making body of Foundations consists of equal number of assigned and
selected members. The Foundations are headed by the Governors at the provincial level and the other
appointed representatives of Local Board of Trustees include Provincial Director of Finance, Provincial Director
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of Education, Provincial Director of Health, Provincial Director of Agriculture, Provincial Director of Family and
Social Policy and Provincial Mufti. The selected representatives in provinces include Mayor, Village Mukhtar,
Neighborhood Mukhtar, Representatives of NGOs and Charitable Persons. The district governors head
Foundations at the sub-provincial level and other appointed members are Sub-provincial Director of Finance,
Sub-Provincial Director of Education, Sub-provincial Chief of Health, Sub-provincial Director of Agriculture and
District Mufti. The selected representatives in sub-provinces include Mayor, Village Mukhtar, Neighborhood
Mukhtar, Representatives of NGOs and Charitable Persons (see Appendix-2-The Structure of Social Assistance
and Solidarity Foundations- for detailed information).
GDSA and 1000 SAS Foundations are legally related with each other. All the decisions of the SASFs should be
in compliance with the regulations defined by the GDSA and the Law no.3294.
All the applications are accepted by SASFs. Local Foundations are responsible for determining the final
beneficiaries for all programmes according to the principles and rules determined by GDSA which are in
compliance with the Law No. 3294 (see Appendixes-3- The Eligibility Criteria for People Living in Poverty- and
5- General Application Processes- for detailed information).
5.7.5. Conditional Cash Transfer Programme in Turkey
In Turkey, CCT programme has been implemented by the GDSA since 2003 with education and health
components in which almost 1.5 billion Euros has been allocated to about 3.5 million beneficiary households.
In order to be paid regularly in CCT, students (ages 5-20) have to attend school regularly and children (ages 06) have to be taken to health centres regularly. All the compliances are being monitored by GDSA from the
databases of Ministry of Health and Ministry of Education by the means of Integrated Social Assistance
Services Information System (ISASIS), which is a web-based software system being used by all SAS
Foundations (see Appendix-4- Integrated Social Assistance Services Information System- for detailed
information).
The conditional education grants are provided to children of the target group on school enrolment condition,
from the pre-school period to the end of the twelfth grade. Once qualified as beneficiaries, children should
maintain at least 80 per cent attendance rate in a month to continue to receiving monthly payments regularly
(see Appendix-6- The Structure of CCT Programme in Turkey- for detailed information).
HEALTH
EDUCATION
CHILDREN AGES
PRESCHOOL
CHILDREN
0-5
(ages 4-5)
PREGNANT
WOMEN
PRIMARY SCHOOL
CHILDREN
From the 13.week
(ages 5-14)
LACTATING
WOMEN
SECONDARY
SCHOOL
CHILDREN
2 months after
birth
(ages 14-20)
Figure 3: The components and the target groups of CCT programme in Turkey.
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The amounts of individual payments vary according to different components. Girls are paid higher amounts
than boys in education component to encourage poor families to send their daughters to school. Besides, due
to increasing early school leaving rates in higher grades, secondary school (9th-12th grades) students are paid
higher amounts than primary school ones in order to ensure the effect of the programme on decreasing the
early school leaving rates in high school education (Table 1).
Payments
Monthly(TL)
35
Payments
Monthly(€)
12
Female Primary School Student (1th-8th grades)
45
14
Male Secondary School Student (8 -12 grades)
50
17
Female Secondary School Student (8 -12 grades)
60
21
GRADE
EDUCATION
Male Primary School Student (1th-8th grades)
th
th
th
th
HEALTH
Children ages 0-5
35
12
Pregnant women (only for 9 months)
35
12
Women gave birth in hospital (just for one)
75
26
Lactating women (only for 2 months)
35
12
Table 1: Monthly individual payment amounts of CCT programme in Turkey.
Currently, there are about 1 million beneficiary households with almost 2.1 million beneficiaries who are paid
regularly in the CCT system. Of these beneficiaries, almost 1.6 million (75%) are education and 500 thousand
(25%) are health beneficiaries. The distribution of male and female education beneficiaries are almost the
same in all grades.
5.7.6. CCT Level Attendance Incentive Operation
The CCT programme in Turkey can be regarded as a successful endeavour within some aspects. It has proved
its advancement in the context of targeting poor families and in raising attendance rates for both genders
which have also been supported by two different impact studies conducted in 200616 and 201117. According
to the study conducted in 2011, the targeting mechanism of the CCT programme works well in the context of
finding disadvantaged households, with the results nearly 22% of the beneficiaries are illiterate and 53% of
them have only primary education that lead to difficulties in finding employment. It is also stated in the same
study that the CCT programme has been effective in increasing secondary school enrolment ratios particularly
in urban areas. Besides, the empirical results indicated that high school CCT beneficiaries had higher secondary
school attendance rates and lower absenteeism rates compared to the treatment group who had applied to
CCT program, but been denied to be beneficiaries.
On the other hand, besides the positive impacts on the attendance rates, it is also revealed that the
percentage of beneficiaries who have been aware the fact that in CCT programme secondary school students
receive more monthly payment compared to primary school students increased from 34.5 per cent to 37.07
per cent for beneficiaries in 2012. This awareness and the amount of payments are also expected to play an
important role in changing parents’ attitudes towards high school attendance.
However, the programme has also some inadequacies especially in achieving high attendance rates in high
school, which was also specified by the studies. Even though enrolment to high school is done automatically
16 Ozdemir, S., Acar, M., Kose, N., Ocal, J., Boyacı, A., Sezgin, F., 2011. “Qualitative and Quantitative Analysis of Impact of Conditional Cash
Transfer Programme in Turkey”. Gazi University.
17 Ahmed, Akhter, Michelle Adato, Ayse Kudat, Daniel Gilligan, and Refik Colasan. 2006. “Interim Impact Evaluation of the Conditional
Cash Transfer Programme in Turkey: A Quantitative Assessment.” International Food Policy Research Institute.
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by Ministry of National Education (MoNE), 45 days school absence results in failing grade for the first year and
in the following year failing class again results in automatically registering to distant education. Within CCT
programme, the distribution of beneficiaries in different grade levels is significantly different. The number of
the CCT students is declining drastically as the grade level increases (Graph 1). Considering the fact that
secondary school education is the only way to access higher education which is probably linked with skilled
jobs with higher salaries, while primary school is reasonably linked with unskilled jobs with lower salaries;
raising the number of secondary school students in CCT programme should be one of the most important
strategies for fighting with intergenerational poverty in Turkey.
Graph 1: Distribution of male and female Education CCT beneficiaries.
Besides the negative effects on the chance of employability stated above, leaving high school education
increases the risk of early-age marriages especially for girls. Insufficient family income for covering
approaching academic year expenditures, such as new clothes or new books, might still be considered as one
of the most important reasons why families tend to force their children to leave school, especially in higher
grades.
The current numbers of high school CCT students in 2013-2014 education semesters also supports the fact
that early school leaving rates still show an increasing tendency (Table 2)18. The average early school leaving
rate for CCT high school beneficiaries is 31.06%; 29.84% for female students and 32.27% for male students.
The highest rates are seen in 9th grade for female students with 33% and in 10th grade for male students with
the rate of 52%. The table also indicates that the early school leaving rates are decreasing dramatically in the
last grade for both genders which probably means that the students enrolled up to 11th grade are most likely
to continue to 12th grade in any way.
GRADE
Number of
FEMALE CCT
Beneficiaries
Number of
MALE CCT
Beneficiaries
% of LOSS in
FEMALE CCT
Beneficiaries
compared to
previous grade
% of LOSS in
MALE CCT
Beneficiaries
compared to
previous grade
8
83.377
87.270
---
---
9
55.850
72.021
-33,02
-17,47
18 The numbers stated in Table 2 are derived from CCT system by the end of August 2014. It indicates the numbers of high school CCT
students in 2013-2014 semesters and it is subject to change due to the changes of numbers of high school CCT students in the next years.
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10
39.316
34.534
-29,6
-52,05
11
28.732
25.103
-26,92
-27,31
28.421
25.423
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1,27
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12
th
AVERAGE (12 grades are excluded)
Table 2: Early school leaving rates of CCT beneficiaries in high school education
Early school leaving is still a big problem for CCT programme as stated above, and except for the impact
evaluation studies about CCT programme in Turkey, there are also some other studies searched for underlying
reasons for early school leaving. There are some studies reveal the importance of economic problems in
leaving school. The study “Drop Outs in Turkey's Basic Education – policies for monitoring and prevention”
done by Mother Child Education Foundation (AÇEV) in 2006 indicates that the main reasons of early school
leaving include economic, socio-cultural and familial issues. M. Ozer also reveals that the children of families
who have socio-economic problems form the most hazardous group in the context of leaving school 19.
Besides, according to Hosgor & Smits (2006), the main indicator of the children’s school enrolment and
attendance is the education level of the parents20. Besides, the study done by Tansel21 (2002) and a research
conducted by MoNE & UNICEF (2013) also support this result.
In the light of these findings, it can be assumed that the main reasons of early school leaving are socioeconomic problems and parents’ education level. In this context, the target group of this Operation, the CCT
beneficiaries, will be consist from the poorest and low-educated people. Additional financial support which will
be provided by the Operation is supposed to increase the school attendance for the target group. Besides,
taking into account that the only reason of early school leaving is not only economic issues, the beneficiaries
and their parents will be supported through awareness raising activities about importance of education; the
relation of education and employability; and also the effect of education on decreasing poverty, other further
reasons such as seasonal agricultural work, working in minimum wage or low-skill jobs, transition to distance
high school, domestic labour imposed on the girl child, early and forced marriages, gender stereotypes.
In addition to awareness raising activities, in line with additionality principle, the activities such as individual
guidance or counseling services which are currently provided by MoNE and other national resources will be
enhanced under the service component funded by EU Funds. MoFSP currently has no training, counseling or
guidance programs and awareness raising activities targeting high school students in the risk of early school
leaving. However, MoNE has some standard guidance services although directly targeting early school leavers,
but all the students; provided by counseling teachers, for students having school-related problems and some
pilot activities such as orientation programs for the 9th grades. The activities related to the goals of this
operation currently provided by MoNE will be specified in collaboration with MoNE and activities under
service component will be designed in the line with additionality principle.
Due to the abovementioned reasons, it is assumed that adding extra incentives into CCT education
programme aiming to support high school education attendance would provide stronger reinforcement for
the CCT families. The scope of this operation is to provide grants for parents (preferably mothers) of high
school (9th, 10th and 11th grades) CCT beneficiaries suffering from lack of financial resources to cover
educational expenditures especially in the beginning of each year. Operational incentives will be provided for
19 Özer, M., İlköğretim Okulları Ikinci Kademe (Ortaokul) Öğrencilerinin Öğrenimi Terk Etme Sorununun Analizi, Yayınlanmamış Yüksek
Lisans Tezi. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, 1991, Ankara.
20 Hoşgör, A. G. & Smits, J., Effects of Family Background Characteristics on Educational Participation in Turkey, International Journal of
Educational Development, 26, 2006, pages 545‐560.
21 Tansel, A., Determinants of school attainment of boys and girls in Turkey: individual, household and community factors, Economics of
Education Review, 21, 2002, 455‐470.
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the 2014-2015 and 2015-2016 academic years. High school CCT beneficiaries and their parents will also
benefit from the activities conducted in the context of service component of the Operation.
This operation will have added value in six respects. First of all, by means of the EU contribution to GDSA
under this operation, approximately 30% reduction in the early school leaving among the existing high school
level beneficiaries of the CCT programme will be achieved; namely about additional 35.00022 CCT high school
beneficiaries will be enrolling higher grades and continuing their high school education in first year. The
second added value will be ensuring awareness among high school CCT and potential CCT beneficiaries and
their parents on the services provided by the GDSA and MoNE, particularly CCT programme and the
operation, Various occupations that students may be involved during their high school education.. The third
added value, through education counsellors, beneficiary students and their parents will be provided with
regular tailor-made guidance services in order to increase awareness on the importance of education. The
fourth added value will strengthen institutional capacity of MoNE by ensuring active participation of MoNE
trainers into trainings on Pyscoeducation, group psychological guidance and counseling programmes. The
fifth one will be improving the visibility of the CCT programme among public and stakeholders, particularly
among beneficiaries and transforming CCT programme to a more robust national programme with the
engagement of other relevant actors in the field of education. The final added value will be institutional
capacity building which will increase the effectiveness of GDSA’s, SASFs’ and MoNE's services aiming at CCT
beneficiaries potencial CCT beneficiaries through providing structured trainings and also informative and
awareness raising activities in order to make them more capable of handling early school leaving problem.
Within this scope, there will be one Direct Grant and one Service Contract under this Operation. With regards
to Direct Grant component; for the years of 2014 and 2015, financial incentives will be paid completely in line
with the regular implementation of the CCT programmes in Turkey until December of each year for each high
school CCT beneficiary through the CCT system on the condition of attendance to 9th, 10th and 11th grades
(Table 3). The amount of incentives provided to each beneficiary under the operation for each year will be 60
Euro. In the context of Operation, attendance status to 9th, 10th and 11th grades is defined as having been
attended to class at least 80%23 of monthly school days in the months of October or November regarding the
regulation on secondary education institutions issued by the Ministry of National Education. Attendance data
of beneficiaries will be extracted by the GDSA automatically from the e-school database of Ministry of
National Education (see Appendix-6 for detailed information about the CCT monitoring system).
Total Number
of CCT
GRADE
Beneficiaries
in 2013-2014
GRANT for
Grade
Enrollment
(Per Person
€)
TOTAL
(€)
30%
DECREASE IN
EARLY
SCHOOL
LEAVING
RATES in all
Grades with
the estimated
impact
in 2014-2015
YEARLY
Grants with
the
ESTIMATED
increase
(€)
TWO YEAR
Grants with
the
ESTIMATED
increase
(€)
TOTAL
Budget of
Direct Grant
with the %1
SAFETY
RANGE
in TWO
YEARS
(€)
9
127.871
60
7.672.260
140.703
8.442.180
16.884.359
17.053.203
10
73.850
60
4.431.000
90.058
5.403.482
10.806.963
10.915.033
22 The additional number of high school CCT students is an estimation based on data derived from CCT system. The data indicates the
numbers of 2013-2014 semesters and it is subject to change due to the changes of numbers of high school CCT students in the next
years.
23 One of the basic conditions of CCT system in Turkey is to attend to class at least 80% of monthly school days. Since, the Operation is
based on the conditions of CCT system, the same rate is used.
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53.835
60
3.230.100
59.839
3.590.366
7.180.731
7.252.539
TOTAL
255.556
-
15.333.360
290.600
17.436.027
34.872.054
35.220.774
Table 3: Incentive Budget for High School Attendance for CCT beneficiaries.
The total budget of Direct Grant is estimated by using the numbers of high school CCT student enrolled in
2013-2014 education semester derived from CCT system. By the total impact of the operation expected to be
achieved in two years, the total number of students will be increased with the 30% decrease in early school
leaving rates. In accordance with this increase, the yearly amount for grants will be 17.436.027 € which is
34.872.054 in two years. By performing 1% safety range to this amount, the final budget of Direct Grant is
expected to be 35.220.774 € in two years (Table 3).
The amount of direct grant component is expected to cover part of the expenses which families should afford
each academic year. The expected educational costs for a high school student consist of expenses for once
such as uniform, shoes, shirts, jackets; school materials such as bags, notebooks, books, pencils; and regular
expenses such as transportation, meals, accommodation. Some of these expenses are partially covered by the
SAS Foundations through educational material assistances, transportation, accommodation and lunch
assistances for students as cash and/or in-kind transfers. CCT programme also provides a regular cash flow to
disadvantaged families throughout the semester. Besides these supports, school books are provided free of
charge for all students enrolled to public schools, which is financed by SAS Fund. However, it seems that all
these supports are still remaining insufficient to cover all the expenses for poor families and this continuous to
be a major problem as the high early school leaving rates revealed.
According to the study conducted by Research Centre of Union of Educators Alliance (EGITIMBIRSEN) the
average expenses of a high school student at the beginning of the academic year is approximately 600-TL (200
€) in 2014. Educational expenses which might not be covered at the beginning of the semester by supports
mentioned above are estimated approximately 180-TL (60 Euro). This estimation is used for calculating direct
grant amounts for the Operation. In the context of the Operation, while CCT payments are expected to cover
regular educational expenses, the top up financial incentives are also expected to compensate mostly the
expenses that occur in the beginning of the education semester. Hence the financial support provided by this
operation will compensate the costs incurred by the families at the beginning of the school year, a few months
later.
Since, incentives provided in the context of the Direct Grant component are aiming to change the decisions of
parents and children towards high school attendance, informing activities will be expected to play an
important role. In the first year of the Direct Grant component, by the date the contract is signed, informative
activities will be initiated and conducted by the MoFSP through press meetings, press releases, official
announcements, informative brochures, text messages and SAS Foundations. In the second year of the
operation these facilities will also be supported by the service component activities.
Promotion by the SASF staff and selected members of the local Board of Trustees in the context of the
operation is one of the important steps towards informative facilities for both years. SASFs staffs and selected
members such as Mukhtar, representatives of NGOs and charitable persons are the people getting direct face
to face contact with disadvantaged groups in the locals every day. Promotion by these people means to
initiate a community-based information flow system among the locals which is more efficient than other tools.
This system has been used vigorously by SASFs for announcing beneficiary lists or the time of upcoming
regular payments and it is the main reason to define the SASFs as a bridge between citizens and government.
The result of the direct grant is estimated as 30% decrease in high school early school leaving rates among
the CCT beneficiaries in two years. Corresponding from this rate, the total number of high school CCT
beneficiaries will increase from 255.000 to 290.000 which means approximately 35.000 high school CCT
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beneficiaries attending to 9th, 10th and 11th grades will be added to the system within two years (as indicated in
Table 3). Since, it is expected that operational beneficiaries will serve as a reinforcing factor for the
future/potential beneficiaries; in the second year of operation higher proportion of this outcome is estimated
to be achieved. Families having made final decisions not to send their children to higher grades is expected to
change their minds when they see their neighbors or relatives got incentive support from the operation.
The service contract will firstly focus on increasing the awareness of the high school CCT beneficiaries and
potential CCT beneficiaries and their parents, teachers, SASFs staff and professionals by providing structured
informative meetings. Besides, a number of informative visits to chambers of commerce and industry,
factories, governmental institutions and universities for CCT high school beneficiaries and potential CCT
beneficiaries will be provided. Secondly, it will focus on guidance services by introducing effective educational
guidance and counseling activities for students and their parents, particularly in the context of educationrelated problems. Thirdly, through providing structured training sessions for SASFs staff and MoNE staff, exit
strategies and effective guidance for target group, and making study visits to related EU countries, providing
internship possibilities and relevant structured training programmes to GDSA staff and MoNE staff; a
permanent institutional capacity building will be achieved both at the local and central levels. Finally, a
continuous monitoring and evaluating system for the GDSA will be established by regular focus group
meetings, a comprehensive impact evaluation study will be carried out, workshops and an international
closure conference (in Turkey) will be organized.
Throughout the implementation of the contracts, activities and particularly visibility events will be organized in
a way that will ensure visibility at highest level like participation of highest level officers of relevant institutions
to attract media and public attention.
Visibility of the grants to direct grant component will be ensured at the highest level. Several information
activities will take place. The beneficiaries will be made aware of the EU funding at the time of contract signed
between the CA and the MoFSP through appropriate written visibility enshrined in the contract package. An
award ceremony will be organised with the participation of top officials from the relevant Ministries and the
European Commission. The dates and agendas for such events will be determined jointly by the parties.
5.8 Results with measurable indicators:
Result 1: Increased high school attendance rates of current and potential high school CCT students.
Result 2: Increased Attendance rates achieved through covering schooling costs.
Result 3: Increased Institutional Capacity for GDSA and SASF staff and MoNE staff achieved through
trainings and study visits.
5.9 Activities:
Result 1: Increased high school attendance rates of current and potential high school CCT students.
Activity 1: Research, awareness raising, guidance and informative visits for increasing the high school
attendance rates (Service Component)
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1.1. Making researches and studies about the poor, high school students in the context of social
inclusion, school success, educational level of their parents and education orientations by giving
particular attention to early school leaving rates and educational attainment level of the labour force.
1.1.1. Conducting regional studies (desk study), on the social inclusion, school success and educational level of
their parents and education orientations of high school CCT students targeted by the Operation.
1.1.2. Recruiting regional coordinators(X people) who are responsible for leading regional coordination of
activities, measuring the tendencies of target group in the context of early school leaving, preparing periodical
reports, and organising informative meetings (at around X provinces),) for the purpose of tracking the
Operation implementation in collaboration with MoNE.
1.1.3. Implementing both qualitative and quantitative impact analysis of the Operation and preparing an
impact analysis report.
1.2. In line with regional needs, revising training and guidance programmes which contain
interventions for high school students and their parents who receive support within the scope of CCT
programme and/or who are under risk of dropping out, and training of the trainers.
1.2.1 Regional focus group studies will be conducted with the participation of MoNE schools
teachers/administrators, students, their parents and officials from relevant NGOs and public organizations in
order to get their views, observations, expectations and solution proposals about school drop outs (in X cities)
1.2.2. Collecting and processing the data revealed from focus group studies and preparing need analysis
reports based on the outcomes.
1.2.3 A working group (approximately 30 people) consisting of teachers and academics will be established and
will revise “psycho education, group psychological guidance and counseling programmes” in a way that will
encompass the students who receive support within the scope of conditional cash transfer and/or who are
under risk of dropping out. The TAT will support with its experts and organize the logistics of this activity.
1.2.4 Training of trainers on “psychoeducation” and “group psychological guidance and counseling
programmes” will be conducted for MoNE and Ministry of Family and Social Policies personnel (guidance
teachers, psychologists, social workers) .A total of approximately X participants will be trained in X days.
Training material support such as; handbooks, booknotes will be provided during these services.
1.3. Organizing events in pilot provinces.
1.3.1. Organizing workshops regarding the (interim) results of the operation, preparing an exit strategy for the
operation and the overall CCT programme on early school leaving (minimum X participants for X days of
workshop)
1.3.2 Organizing an international closure conference in Turkey with the participation of representatives from
beneficiaries, stakeholders, social partners and academicians in order to present the final results of the
Operation, the achieved results.
1.3.3 Organizing informative visits in pilot provinces to chambers of commerce and industries, factories,
governmental institutions and universities for CCT high school beneficiaries in order to inform about working
life (X visits with approximately X participants at each)
1.4. Preparing promotional documents, awareness raising spots, audio-visual materials and printed
materials as well as developing and implementing alternative methods for increasing the reach-out of
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the CCT programme (social media, newspaper announcements) hence contributing to reduction of
early school leaving through the involvement of new beneficiaries.
Result 2: Increased Attendance rates achieved through covering schooling costs.
Activity 2.1: Providing financial incentives for targeted high school (9 th, 10th and 11th grade) current and
potential CCT beneficiaries for 2014-2015 and 2015-2016 academic years X
Result 3: Increased Institutional Capacity for GDSA and SASF and MoNE staff achieved through
trainings and study visits.
Activity 3.1: Institutional Capacity Building (Service Component)
3.1.1 Providing X trainings to SASF staff about the Operation, the target group and the services provided to
those ones approximately X participants)
3.1.2. Study visits to related EU states in which best practices implemented for diminishing high rates of early
school leaving. The main aim of the study visits is to see the best practices implemented for increasing
attendance of high school students (X study visits for X persons in total).
6. Implementation arrangements
6.1. Institutional Framework:
The overall management of the Operation will be carried out by the following structures:

Contracting Authority (CA)

Operation Beneficiary (OB),

Senior Representative of the Operation Beneficiary (SROB),

Operation Coordination Unit (OCU).
This operation will be implemented under the Human Resources Development Operational Programme (HRD
OP) which is managed by Ministry of Labour and Social Security (MoLSS) as the Operating Structure (OS)
which also fulfils tendering and contracting tasks as the HRD Contracting Authority. The OS will be
represented by Deputy Undersecretary of MoLSS as the Head of Operating Structure while the CA will be
represented by the Head of EU Coordination Department.
Contracting Authority: The CA will be responsible for tendering, technical and financial management of
contract under the operation. It ensures that all the documents, reports submitted by contractor are duly
checked /controlled/ read/ approved by the OB which cooperates with the CA in managing the operation and
any other aspects with relevance to the implementation of the Operation.
Operation Beneficiary: General Directorate of Social Assistance of the Ministry of Family and Social Policy
(GDSA of MoFSP) as the operation beneficiary will be responsible for the implementation of this operation. To
that end, GDSA of MoFSP will assign a high level manager who will act as SROB that will be the official
representative of the OB. OB will establish an OCU which is the responsible body for supervision of
implementation of the operation. The specified OCU will include at least 2 staff from MoNE; to work in MoNE
premises (General Directorate of Special Education and Guidance Services) in coordination and cooperation
with the Project’s key experts. During the implementation of the operation (for activities 1.2.,1.3.2, 1.3.3, 1.4,
2.1, 3.1.2 and publications and materials related to MoNE) the transactions regarding activities related to
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MoNE will be performed by MoNE staff in OCU. After the pre-approval of MoNE staff (in this case, General
Director of the General Directorate of Special Education and Guidance Services), the approval will be provided
by SROB.
Senior Representative of the Operation Beneficiary: The operation will be implemented under the authority of
the SROB on the side of beneficiary. The SROB will act as the formal representative of the GDSA of MoFSP and
will assume ultimate responsibility for the successful implementation of the operation against the OS. He
cooperates with the teams responsible to implement contracts ensuring that the tasks are performed in
accordance with the pre-defined deadlines and the standards of quality required. He will provide preliminary
approval of the reports of the contracts, or any technical and financial documents (such as approval of invoices
with “read and approved” stamp) or deliverables and outputs, before final approval by the Contracting
Authority. He will appoint one risk manager and one irregularity officer among OCU members, responsible for
the operation on behalf of the OB.
Operation Coordination Unit: GDSA of MoFSP will establish an OCU which will be adequately staffed
composing of an Operation Coordinator and (at least) five GDSA of MoFSP experts. Existence of a professional
and stable staff of OCU is guaranteed by GDSA of MoFSP as a crucial factor for the timely and proper
implementation of the Operation. 2 MoNE staff will be assigned in OCU.
OCU is responsible for supervising the implementation of the operation will be managed by the CA. It will
perform the following tasks (it is not an exhaustive list):
-
-
-
Following operation activities and working in close cooperation with the teams responsible to
implement contracts,
Coordinate and facilitate processes between SROB, the internal and external teams responsible to
implement contracts and the CA regarding any kind of reports, requests, documents which need
approval of SROB.
Ensuring the required coordination with other departments within the beneficiary institution and other
institutions related to the implementation of the operation.
Ensuring timely delivery of all electronic and in paper reports, documents, transactions and
information from grant beneficiary as well as first level check and control of administrative, technical
and financial aspects of the reports in accordance with the forms and instructions forwarded by the
CA. OCU will act in line with the instructions delivered by the CA in terms of on desk and on spot
checks/controls.
The OS, as Contracting Authority of the Operation, keeps its rights to conduct relevant ex-ante, expost controls and monitors the activities of the GDSA of MoFSP in accordance with the provisions of
the grant contract that will be concluded. The OS may also conduct monitoring activities to the grant
beneficiaries and make technical and financial verification on the project activities and expenditures.
For both components, technical and financial verification of the OS will be in accordance with the
clauses of the Contract which will be made between the parties after the approval of this document
6.2 Proposed Monitoring Structure and Methodology:
The overall monitoring of the Operation will be performed by the following structures and tools under the
daily supervision and secretariat of the OCU:
•Operation Steering Committee Meetings,
•Operation Monthly Management Meetings (and other if necessary),
Operation Steering Committee (OSC): OSC will be established to serve as a platform to share results achieved,
follow-up of progress of the Operation (including different types of components/contracts) and exchange
experiences, ideas etc. The SROB will initiate the establishment of a core OSC in coordination and participation
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with MoNE, which will be composed of representatives of OCU, the teams responsible to implement contracts,
the CA, stakeholders such as, General Directorate of Women Status of Ministry of Family and Social Policy
(GDWS of MoFSP), General Directorate of Children Services of Ministry of Family and Social Policy (GDCS of
MoFSP), SASFs, schools, universities and relevant NGOs. Contracting Authority and the European Union
Delegation in Turkey (EUD) are ex officio members of the Committee. The OSC will meet on a semi-annual
basis. First OSC will be organized 6 months after the first service or grant contract signed under the Operation.
Organization of OSC meetings is under responsibility of the GDSA of MoFSP which may use TAT when
available. Agenda of the OSC and brief note on the issues that will be discussed in the meeting will be
provided to the members of the OSC at latest 1 week before. Minutes of OSC meetings will be kept by GDSA
of MoFSP (or TAT when available) and submitted to the participants in the meetings for their approvals at
latest 1 week after. Minutes, agenda and brief notes can only be sent to the participants after the approval of
the CA.
Operation Monthly Management Meetings (OMMM): It will be convened in order to monitor the activities of
the operation, discuss and assess the progress of the operation and provide solution to the problems arising
during the implementation of the operation. These meetings will be chaired by SROB. Contracting Authority,
EUD, OCU, Ministry of National Education and representatives of the contracts composing the operation (such
as TAT) will be participants of the monthly management meetings. Minutes of OMMM will be kept by GDSA of
MoFSP (or TAT when available) and submitted to the participants in the meetings for their approvals. OCU
may organize additional meetings with the teams responsible to implement contracts if necessary.
As regards monitoring of operation on the basis of reports;
In terms of entire operation; GDSA of MoFSP will submit progress reports to the CA on the overall progress of
the operation. The format of the progress reports including irregularity reports will be provided by the CA.
Progress reports (PR) will cover the progress in all components in relation with the operation, gap analysis in
terms of indicators, the strategic contribution of each component of the operation in terms of quality,
efficiency, relevance of intervention to the objectives of Operational Programme, issues of sustainability,
lessons learnt, risks and remedial actions incurred under the operation. PR will be submitted once in a year.
First progress report will be submitted exactly one year after the contract is signed between CA and GDSA of
MoFSP.
GDSA of MoFSP will prepare Final Component Reports (FCR) when a component (service contract, and grant
scheme) under the Operation is concluded. The format of the FCR including irregularity reports will be
provided by the CA. FCR will cover an executive summary regarding the finalization of the related component,
output effectiveness diagram, gap analysis regarding gaps in between the expected and realised results and
outputs of the component, strategic contribution of relevant component in relation with the operation, issues
of sustainability, lessons learnt, risks and remedial actions incurred under the operation. For service
component, GDSA of MoFSP will submit final component report within two months after the end of service
contract. For grant component, The GDSA of MoFSP will submit final component report within 2 months after
final reporting deadline defined in relevant special conditions of grant contracts.
In terms of contracts; GDSA of MoFSP with its OCU will ensure that the responsibilities regarding delivery,
check, control and approval of documents as stated in 6.1 part of the OIS are duly performed. Types,
frequency and content of the documents and reports will be defined specifically in the relevant tender
documents of the contracts.
GDSA of MoFSP is aware of its responsibilities as the OB including reporting requirements which will be
defined in the Operational Agreement in detail. GDSA of MoFSP is also aware that in addition to the reports
mentioned above, ad hoc reports may be requested by the CA on various aspects or issues related to the
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implementation of the operation. The content and time of submission of such ad-hoc reports will be agreed
between GDSA of MoFSP on a case-by-case basis.
6.3 Required procedures and contracts for the implementation of the operation and their sequencing:
7. Risks and Assumptions:
Risks:
-
Traditional obstacles in front of high school attendance, unwillingness/lack of interest/lack of
commitment of the target groups/stakeholders/final beneficiaries which may cause a lack of
interest in incentive.
-
Political, economic or social instability that would hinder the smooth running of IPA in Turkey.
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Lack of effective cooperation among different actors in the field.
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Traditional obstacles in front of high school enrolment, unwillingness/lack of interest/lack of
commitment of the target groups/stakeholders/final beneficiaries which may cause a lack of
interest in incentive.
-
Changes in the Turkish administration leading to discontinuation of the scheme.
Assumptions:
-
Effective cooperation is ensured among all the stakeholders/parties and different actors in the
field.
-
Target groups are willing to take part to the activities of the Operation.
-
The stakeholders are committed to the Operation.
-
Obstacles other than poverty are overcame by service component.
8. Expected impact of the operation on the target group and multiplier/spill over effects:
It is expected that as having graduated from high school is positively correlated with higher chance of being
employed, the Operation will also facilitate poor student’s labour market access through increasing the skillset.
Moreover, high school education is a means for university education. Since university education in Turkey has
low tuition rates and several scholarships are available for students in need; the probability of CCT
Beneficiaries having undergraduate education increases. This Operation is expected to increase CCT
beneficiary high school graduates and consequently their attendance to higher education and access to better
paying jobs.
Furthermore, in the long term the grantees are expected to attend higher level of education, which is expected
to achievement of better positions in the labour market; thereby decreasing chronic poverty. This was labour
market inclusion of the disadvantaged will increase.
Since the operation will also increase attendance/attendance of female students, in the long term a higher
level of women labour market participation is expected.
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9. Sustainability:
Financial Sustainability:
The Direct Grant component of the operation is expected to be implemented through the IPA Fund and cofinancing from Turkey. Besides, after the end of operation, by improving the implementation details according
to results of impact assessment, incentive component will be implemented by the means of SAS Fund for the
next years.
In addition to co-financing which is guaranteed by Turkish authorities, if the number of beneficiaries exceeds
the expected number of beneficiaries (the operation budget is calculated by relying on some assumptions)
and Operation budget remains insufficient for covering the incentives, the additional amount is guaranteed to
be covered by SAS Fund.
Institutional Sustainability:
Ministry of Family and Social Policy, SAS Foundations, Ministry of National Education and other institutions will
be strengthened for providing more effective services for the target groups even after the end of the
Operation implementation period.
For example, Training of Trainers and implementer trainings on “psychoeducation” and “group psychological
guidance and counseling programmes” will be conducted for MoNE and Ministry of Family and Social Policies
personnel (guidance teachers, psychologists, social workers) and training materials.
Ministry of Family and Social Policy will monitor, evaluate and support the disadvantaged people in the high
school life through the SAS Foundations.
Both of the issues related to sustainability will be ensured by GDSA of MoFSP with SAS Foundations
established at all provinces and sub-provinces in Turkey, as well as MoNE.
In order to see whether the expected impact of the operation is achieved or not, the monitoring of the
beneficiaries will continue after the assistance is over. In this context, the university entrance levels and
employment rates of the beneficiaries as high school graduates will be seen.
10. Horizontal Issues:
The Operation will take into consideration the following horizontal issues which HRD OP and MIPD for Turkey
refer to:
Equal opportunities for men and women will be ensured in the implementation of the Operation. During this
period, equal access to services will be guaranteed and gender equality will be considered as regards the
selection of beneficiary persons in the service component. In guidance activities under service component, it
will be promoted that the female students/persons will be benefiting from these activities. In research
activities, all the data and analysis will be made based on gender breakage, in other words, gender
disaggregated data will be collected. All the impact/ evaluation mechanisms established in the Operation will
be designed in a way to make the proper monitoring of all policies from the gender and equal opportunity
perspectives for the target groups. Furthermore, gender mainstreaming will be inserted into the trainings and
other activities for the staff of the Ministry. These issues will be elaborated in tender documents of this
operation and TAT will be asked to take the necessary measures to ensure gender equality.
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Regarding the participation of civil society, it will be ensured that the NGOs in the field of education and
children will participate to the Operation activities, particularly workshop and conferences and their
contributions will be utilized for developing the systems and establishing the structures within the context of
the Operation. They will be also a part of the Steering Committee.
As regards good governance, that issue will be a permanent concern of the Operation at all stages and levels
in terms of institutional, financial and political aspects. All of the activities will be held in coordination of
different social parties and these parties will transfer the lessons learnt to each other and their everyday
functioning. There will be activities aiming at involving NGOs as much as possible in policies directed at
disadvantaged groups.
11. Links with other IPA component measures:
Even though there is no direct link with the other IPA components, 3 operations within the framework of the
HRD OP should be taken into consideration due to the fact that they crosscuts the objectives of this operation
regarding the social inclusion and education priorities.
Increasing Enrolment Rates Especially for Girls I Operation which was implemented by Ministry of National
Education was aiming 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 operation with its all components was targeting the students in the age of
secondary school suffering from various obstacles on enrolment and attending to education. As the poverty is
defined as one of the most important reasons of school attendance and enrolment it contained distribution of
incentive packages to students. Under the operation incentive packages including textiles and stationary was
procured and distributed to the 18 provinces. Furthermore 14.000 families were visited with persuasion
purposes and 11.000 of those families were convinced to send their children back to school. The activities
combating early school leaving that exist in this operation will be complementary in this sense and the
methodologies and activities undertaken under this operation will be made use of.
Increasing Enrolment Rates Especially for Girls II (IERFG II) Operation that will be implemented under measure
2.1 of the HRD OP aims at “to increase enrollment rates particularly for girls with a view to developing female
human resources and access to labour market”. Having service, supply and grant components, the Operation
addresses students, parents, members of the NGOs and staff working in the educational institutions.
Discussing different dimensions of early school leaving, it covers capacity building activities for MoNE,
activities addressing the children of seasonal workers specifically in terms of guidance and academic supports
and activities to eliminate the cultural obstacles. The other operation is Facilitating Access of Disadvantaged
Higher Education Students to Labour Market Including Scholarship Support Operation. The mentioned
operation was aiming to increase the employability of disadvantaged persons, facilitate their access to labour
market by providing them scholarship and increase their access to public employment services especially in
order to reduce the intergenerational transmission of poverty by supporting achievement of students coming
from groups in poverty or at risk of poverty. 20.000 Higher Education Students received scholarship under this
operation. Each student was paid 2080 Turkish Liras for 8 months.
Employment and Social Support Services Coordination and Implementation Model for the Integration of
Disadvantaged Persons as a newly initiated operation is aiming to contribute to sustainable integration of the
disadvantaged persons into the labour market by establishing and implementing a model for coordination
and implementation of employment and social support services within the target Municipalities under
supervision and guidance of UMT. Poverty status is determined as a major area of being disadvantaged. The
project will introduce a new service model for social integration of disadvantaged people by the establishment
of municipal units, which will provide integrated services to the disadvantaged groups as well as it will
facilitate dialogue between service providers, decision makers and the disadvantaged people, through various
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informative and awareness raising activities. The project will also contribute to identification of disadvantaged
people and providing them support by relevant mechanisms, programmes and services.
The other newly initiated operation is Improving Social Integration and Employability of Disadvantaged
Persons Operation. The overall objective of this Operation is to promote an inclusive labour market with
opportunities for disadvantaged persons, with a view to their sustainable integration into labour force and
combat all forms of discrimination in the labour market. In this context, any activity to prevent early school
leaving and promote education for Roma citizens (including pre-school education), to promote school
attainment for those who are not in education, to provide literacy courses, to prevent discrimination against
Roma children at school is foreseen.
This operation will crosscut the abovementioned interventions since the target group of this operation is the
children of the families that occupy the lowest level in terms of income distribution. Through this operation
these students will be supported to be/remain as high school students. Operation will provide financial
support to high school students and this will complement the scholarship scheme addressing to university
students and the incentives distributed to secondary school students suffering from poverty. The final
beneficiaries of the aforementioned operations may also become beneficiaries of the current operation, hence
the CCT programme so that their probability of remaining in the education system remains high.
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