Although gender disparities in access to education are decreasing, structural problems persist
The policy note states that gender-based disparities have decreased with the support of state and civil society-backed projects and campaigns such as “Let's Go Girls to School” and “Dad, Send Me to School,” but that other inequalities such as socioeconomic conditions, migration, rural life, and social roles are decisive factors in young people's access to secondary education.
Comprehensive transformation is essential
The note states that students with special educational needs face structural barriers in accessing secondary education, receiving inclusive education in secondary schools, and remaining in school.
It was stated that students with special needs are unable to access quality education due to physical inaccessibility, limited individualized support, a shortage of trained teachers in the field of special education, and the lack of inclusive guidance services. It was also emphasized that a comprehensive transformation is necessary for the secondary education system to be truly inclusive.
Efforts to transform programs have not had the desired effect
The policy note listed the renewal of secondary education programs over time and the increase in elective courses as important steps. However, it was stated that these efforts were insufficient and did not create the desired impact due to the lack of sufficient support for teachers' decisive role in implementation, limited in-service training opportunities, and infrastructure deficiencies in some regions.
A strange contradiction: compulsory electives
It was noted that there are serious inequalities in elective courses in terms of content, presentation, and accessibility. It was noted that students are often unable to make real choices and that elective courses have become compulsory in many schools.
It was stated that the elective course structure, which was expected to support interest and curiosity, has turned into a system that limits students' orientations in practice.
Reform fatigue remains relevant
The Education Reform Initiative (ERG) pointed out in its policy note that the concept of “reform fatigue,” which it has been discussing since 2007, remains relevant in education policies. It emphasized that frequent and successive changes have created insecurity, exhaustion, and adaptation problems among teachers, students, and other stakeholders.
According to ERG, one of the main factors contributing to this fatigue is the limited effective and meaningful participation in decision-making processes. It was stated that participation should not be limited to merely expressing opinions, but that the evaluation of these opinions and their impact on decisions should be shared transparently.
Some of the key recommendations from the policy brief are as follows:
- The transition system to secondary education should be transformed from a mechanism that merely produces success rankings into a structure that supports the multidimensional development of each student, guides them in finding their direction, and encourages their participation in the learning process.
- The extent to which the current secondary education curricula correspond to students' areas of development and teachers' classroom experiences should be carefully considered. Similarly, it should be evaluated whether elective courses truly open up opportunities for students' interests and orientations. Creating environments where students can develop their interests and skills is only possible with a comprehensive guidance system starting from preschool; this system should closely monitor students' development and provide the support they need in a timely manner, and guidance services in secondary education should be built on this foundation.
- Social polarization, beliefs of injustice, and socioeconomic inequalities fuel violence in educational environments, and in authoritarian school climates in particular, students' feelings of insecurity, fear, and loneliness increase, creating a culture where bullying is hidden and normalized. To address this multi-layered issue, it is necessary to comprehensively implement safe and inclusive school climate policies that enable students to learn and exercise their rights, participate in decision-making and conflict resolution processes, develop their social-emotional skills, and strengthen teachers' capacity for rights-based approaches.
Click here to review the policy brief. (In Turkish)