The Turkish education system is governed by the Basic Law on National Education, enacted in 1973. This law defines the aims and principles of the national education system, its general structure, the teaching profession, school buildings and facilities, educational materials, and the responsibilities of the state in the field of education and training.
According to Law No. 222, compulsory education previously consisted of five years of primary schooling. However, with Law No. 4306, eight years of uninterrupted compulsory primary education was introduced. This reform merged primary and lower secondary levels into a unified eight-year program, and graduates were awarded primary education diplomas. In 2012, an amendment to the Primary Education and Training Law replaced the uninterrupted eight-year model with a 12-year phased compulsory education model.
Law No. 2547 on Higher Education, enacted in 1981, regulates the goals and principles of higher education, the structure and functioning of higher education institutions, and matters related to education, research, publications, academic staff, and students. The Council of Higher Education (YÖK) and the Interuniversity Council (IUC) are the main regulatory bodies in this field. To formulate education policies and ensure alignment with national plans and programs, strategic plans are developed in line with The Presidential Program, The Presidential Annual Program, recommendations of the Presidential Education and Training Policies Council, Development Plans, The Medium-Term Program, and National Education Councils.
Türkiye initiated its era of planned development with the First Development Plan in 1963. The Twelfth Development Plan (2024–2028) is currently in effect. Education is addressed as a distinct area within these development plans. MoNE prepared its first strategic plan for the 2010–2014 period, followed by plans for 2015–2019 and 2019–2023. The Strategic Plan for 2024–2028 is currently being implemented.
National Education Councils—advisory platforms that guide the Turkish education system—first convened in 1939. While their decisions are non-binding, they are influential in shaping policy. The 20th Council was held in 2021.
The Vocational and Technical Education Policy Document outlines the current status, challenges, and strategies related to vocational and technical education. Developed through consultations with stakeholders and based on top-level policy documents, it aims to strengthen the link between vocational education and employment, increase collaboration with industry and promote youth and NEET (Not in Employment, Education, or Training) participation through qualified education. The Policy Document covers themes such as access to vocational education, infrastructure, teacher quality, curriculum alignment with industry needs, financing, public perception, and the employment transition of graduates. In conclusion, this document is a roadmap for the training and employment of human recources for sustainable development of Türkiye.
Among the objectives in the MoNE Strategic Plan (2024–2028) is to enhance individuals’ knowledge, skills, and competencies (Ministry of National Education, 2024b). The plan emphasizes personal, environmental, and professional development through lifelong learning. General, vocational, and technical programs are designed to meet contemporary needs. In line with the principles of equity and access, the plan promotes participation in non-formal education, particularly for individuals with diverse needs. Through digital content and distance education tools, broader access to education is supported.