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Main types of provision


8.Adult education and training

8.4Main types of provision

Last update: 27 November 2023

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According to the fundamental approach of the general, vocational and technical educational courses for the adults, any kind of course can be provided in Turkey provided that those courses on formal, vocational and technical education trainings and educations are in line with the national standards.

Non-formal education programs are structured in three basic categories:

  • Literacy Courses; Law No 2841 on "Enactment of literate writers who are illiterate or who are out of compulsory primary education age or to make education at primary school level" has been issued to encourage citizens to learn to read or write or to study at primary school level. The purpose of this law is to ensure that all citizens who do not know how to read and write or who have little knowledge of compulsory primary education are able to read and write under the supervision of the state in accordance with the aims and basic principles of Turkish National Education or to study at primary school level. Encouragement measures are taken by local governments for those participating in literacy courses.(Law on the Education of the Illiterate Citizens who are not in the Age of Compulsory Primary Education as an Literary Authority or Primary Education) Article 8). Literacy courses are organized in two stages. Adults 1st Level Literacy Teaching Program was abolished and on 26.02.2018 the Intensified Basic Reading Literacy Program was put into effect. Intensive Course Level Writing Course Program 80-120 hours, II. It is offered by public education centers with 180 hours.
  • Reading and writing courses are free of charge, with 120 hours for the first course and 180 hours for the second school. Literacy certificates are given at the end of the course. General courses cover health, family life, mother and child education programs, civic education programs, self-development program in line with social and agricultural needs and needs.
  • Vocational courses cover vocational acquisition programs, basic skills development programs and technology use programs. Vocational training courses are developed and implemented by MoNE, and non-formal training programs for employees are developed and implemented by the relevant institutions (HEM, MEM) in the business sector in cooperation with the relevant sector. Vocational training programs are developed in modular structure and in accordance with national occupational standards and national competencies. A total of 2509 vocational course programs are available.

A total of 3,442 course programs, of which 792 were general, 2,650 were vocational and technical, were published under 72 fields and public education centers under the General Directorate free. In addition, 162 new programs were initiated in 2019, 51 were revised as well as 268 were updated.

In addition, courses are organized in order to make people with disabilities vocational and technical, social and cultural in the field knowledgeable and competent, to bring them to life, and to bring forth productive individuals. In the arrangement of the courses, a business association is established with the General Directorate of Special Education and Guidance Services, higher education institutions and related institutions and organizations. Special classes and groups can be established for the disabled and necessary precautions are taken so that normal individuals can benefit from the courses they attend. Regulation on Lifelong Learning Institutions Art. According to the provisions of 45, the number of trainees is not taken into account in the courses organized for those who need special education and even if necessary, a course is opened.

Lifelong Learning Institutions

Public education centers (PEC)

It is the educational institutions which can provide services for provincial and district centers, sub-districts and villages in order to realize the aims and functions of non-formal education with the general aims of Turkish National Education.

It provides the public with services such as knowledge, skills, behavior to guide the public's social, cultural and economic development through education simultaneously with the public reading rooms. Public education centers have been social and cultural courses and non-formal education institutions that organize vocational and general knowledge courses in order to provide these services to the public.  The study disciplines were determined with the Regulation on Lifelong Learning Institutions  published in 2018.

Public Education Centers (PECs) are the institutions offering courses to citizens of all ages, level of education, income, social status and cultural level of interest in line with their interests, talents and expectations. They provide free access to adults with vocational, social, social, economic, sportive and cultural courses. PECs offer education services to all citizens through literacy, general and vocational courses.

PECs carry out their activities in education rooms, especially in provinces, districts and villages, in prisons and correctional facilities, in hospitals that require rehabilitation, in shanty areas, in public and private establishments, in buildings belonging to formal education institutions and in other places where they are needed. There is no limit to age and education to benefit from non-formal education services. However, due to the nature of the program to be implemented, age and education level can be sought.

Open Education Schools

Open Education secondary school, open education school, vocational open education school, vocational education and training center, open education schools and open education imam preachers' high schools, affiliated to the Open Education Department.

Open Education Middle School

Open Education Middle Schools are the institutions aiming at raising the education and culture level of the society by enabling adults who cannot complete their primary education and exceed the compulsory primary school age to complete their primary education and to create an environment for the development and strengthening of the society by using advanced communication tools and new technologies in line with the general purpose and basic principles of Turkish National Education.

Open Education Middle Schools:

Served under the General Directorate of Educational Technologies until November 2011 was affiliated to the Presidency of Open Education established within the body of the GDoLL on 11.11.2011. The Regulation on the Amendment of the Regulation on Open Primary Education School of the Ministry of National Education was changed on 21.07.2012 as Open Education Secondary School. The registration procedures and data entries of the open secondary education students were transferred to public education centers with the circular numbered 2012/45. With the Circular No. 56 issued on 20.09.2010, the registration procedures and data entries of the students of the Open Primary School started to be done through the address-based population system as in the formal education. Open education school operations are carried out according to the principles laid down in the Regulation on Open Education Secondary Education (Amendment: RG-21.07.2012-28360) published in the 

With the transition to 4 + 4 + 4 education system with 6, 7 and 8 grade students are accepted for the 5th grade in Open Education Middle Schools.

With the amendment made in the Open Elementary School Regulation for the students who have passed the formal education age limit, the period of completion of the Open Primary School has been reduced from three years to one year since the 2009-2010 academic year. Exams are also held with the central system/online/e-exam methods according to the needs, and disabled and other disadvantaged students are taken to the exam in an environment suitable for their own special situation.

The terms of enrollment in the Open Education Middle School are as follows:

  • Formal 14-year-old's designated for educational institutions (however, those who need special education, prisoners, children's educational homes for those in and is not required age limit for students who want to enroll in overseas programs. Entry in the study abroad program built is required for those who want to switch to the Turkey program go way beyond the compulsory education age)
  • Primary school graduates and 4th grade graduates,
  • Those who leave the 5th, 6th, 7th or 8th grades of primary or secondary schools,
  • Those who have left secondary school or who have not graduated from secondary school,
  • Those who have achieved II Adults II. Level Certificate,
  • Those who have taken Basic Education-B Course Certificate,
  • Those who study abroad and who have at least 4 grade of primary school at the level of those who have equivalency certificate.

The correct and good use of Turkish in all courses in the open secondary school is the main goal. The age limit is not required for those who document that they are detained, convicted and physically disabled, and that they require special education with the documents to be obtained from the board of special education services. The age limit is not required for the students who certify that they are present together with their mother, father or guardian who are assigned abroad for more than one year. The examinations are also carried out with the central system, and students with disabilities and other disadvantaged students are taken to the exam. Majority of the transactions such as admission, examinations, passing, graduation and communication are carried out over the internet.

Furthermore, with the help of foreign programs and UNICEF cooperation, open primary school learning centers for girls have been active since the 1999-2000 academic year.

Open High School 

Open High School was established in 1992 under the Directorate of Film Radio and Television Education. Then, on 03.04.1998, it continued its education at the General Directorate of Educational Technologies, which was formed by combining the Directorate of Education for Film, Radio and Television with the  General Directorate of Information Processing. 19 years after its establishment, open high school was connected to other Open Education Schools and open to the Open Education Schools Department established within the scope of the GDoLLL Law No. 652 dated 14.09.2011.

Open High School aims to provide to those who complete primary education but who do not attend secondary education and graduate from higher education with such education opportunities as to have the opportunity to study in different fields, and to prepare for higher education.

In the case of students' request and physical space in the open education high school, where formal general secondary education programs are applied, some face-to-face courses are offered. There is no age limit for the students who want to study at this school and they do not have any education.

In the open education high school, which provides instruction and credit system, many services from student records to course programs and course materials are provided to students by using advanced mass media and new technologies.

Graduation and confirmation of diplomas of students who graduate from open schools with the protocol signed with the Chamber of Notaries can be performed Turkey through Notaries Information Service and System Information Management System within the Open School by using web services. In addition, students can access a lot of information directly with e-Government applications.

In open education high school, examinations are conducted by a centralized system. In addition, students are enrolled in 32 centers in 18 countries for enrollment from abroad.

Open Education High School, which operates in accordance with the procedures and principles of the Official Gazette dated 14.12.2005 and numbered 26023 which was published in the Journal of Declarations 2006/2580 (amendment RG July 2011/2646) is a unique and centralized model different from other formal education institutions in terms of its structure and functioning. The website of the school can be accessed at

Vocational Open Education High School

Vocational High School of Open Education was established under the General Directorate of Educational Technologies with the approval of the Ministry Office on 02.02.2006 and numbered 1461. However, from 1995 to 2006 the school taught at the level of vocational secondary education in open secondary education.

The need for more effective implementation of vocational secondary education programs within open education high schools, face to face training, internship studies and efforts to integrate scientific and technological developments into the work force the establishment of vocational open education high schools. The establishment provisions of the school were put on the legal basis with the publication of the Regulation on Vocational Open High School published in the Official Gazette dated 24.12.2005 and numbered 26033.

Vocational open education high school was transferred to GDoLLL established with Decree Law No. 652 dated 14.09.2011 together with other open education schools and continues its education services here.

The purpose of vocational open education high school is to provide those who have completed their primary education, but who cannot continue their secondary education, and who have graduated from secondary education, who have graduated from higher education with the opportunity to study in different fields. It considers preparing the students for life and higher education, raising the culture level of the society and ensuring the equalization of opportunity and opportunity at the secondary level.

Vocational Open Education High Schools are similar to vocational high schools in formal education in terms of program content and they have the same characteristics as the program contents. They have more specific characteristics than other formal education institutions in terms of structure and functioning.

Teaching is carried out according to the course and credit system. In 2006, with the extension of all schools to 4 years, the Vocational Open High School was also extended to 4 years and the related regulation was made in its By-Law. Joint and elective courses taught in vocational open education high schools were determined in parallel with the formal education by the Board of Education. Courses are offered to students with distance education technologies, while vocational courses are offered in face-to-face formal education schools.

The web site of the school can be accessed at Every student who has completed his / her primary education is given the right to benefit from the secondary education opportunities for his / her interests, wishes and abilities in Vocational Open High Schools in accordance with Articles 26 and 27 of National Education Basic Law No. 1739.

No age limit is found in student enrollments and the duration of study is unlimited. Vocational secondary education programs are implemented with formal religion high school programs in vocational open education high school.

Measurement and evaluation is carried out with a centralized system. Students with disabilities and disadvantaged students are provided with an exam environment.

Vocational and Technical Open Education School 

The history of the vocational and technical open education school is based on the Letter School for Teaching, established on 01.07.1974, with the authority of the Authority numbered 420/14053. This school was later converted into the Vocational and Technical Open Education School with the decision of the Board of Education dated 08.09.1983 and numbered 155. Following the decision of the Board of Education, the Regulation on Vocational and Technical Open Education School was published in the Journal of Communiqués No: 2149 dated 10.10.1983.

Vocational and technical open education schools have been established in order to educate and prepare face-to-face training programs where necessary and to prepare them for life based on the aforementioned regulation, scientific and technological developments, face-to-face training and internship studies as a result of the feedback received from the practices up to date, the national objectives of the Basic Law of National Education and in accordance with the basic principles of this Law and Apprenticeship, and Mastery Law.

While the Vocational and Technical Open Education School served under the supervision of the School of Education for Film and Television, the education and training service continued with the establishment of the General Directorate of Educational Technologies as a result of the merger of the Directorate of Film Radio and Television Education with the Directorate General of Information Processing. Nowadays, vocational and technical open education school continues its education in the scope of the GDoLLL, which was established by Decree Law No. 652 dated 14.09.2011.

The school web page can be accessed at In vocational and technical open education school, it is necessary to open vocational courses and certificate programs with distance learning techniques to the citizens who want to get a profession or to progress in their profession.

Open Education Religion High School 

Within the scope of vocational secondary education program, open education high schools were taught as religion school programs from 1995 to 2006. It continued to provide education in Vocational Open High School from the date of 02.02.2006 to 22.03.2017,after the establishment of vocational open education high school.

Open Education Religion High School was established on 22.03.2017 after the approval of the Ministry office on 08.08.2016 and numbered 8442612 and established as an independent school within the scope of GDoLLL.

Open education religion high school is the same as the program contents of Anatolian religion high schools in formal education. According to the principles set forth in the Regulation on Vocational Open High School, courses and credit system are applied in the school where work and transactions are carried out.

The school web page can be accessed at Common and elective courses taught in the open education religion high school are determined in accordance with the formal education by the Board of Education. Lessons learned through distance education are supported on the Internet via the MEB Education Informatics Network (EBA), through lecture videos, PDF textbooks and course materials and other digital materials. Occupational (field) courses are organized in the form of face-to-face education at the end of the course or at the end of the week the schools as two semesters.

In 2017, the numerical data of the services provided in open schools under the General Directorate of Lifelong Learning;

Open Education Schools 2020-2021 Quantitative Data


School Type


Active Students

Active International Studens



Active Disabled






Open Lower Secondary Sc.










Open Higher Secondary Sc.










Open Vocational Higher Secondary










Open Imam Hatip Secondary Sc.





















Source: The data were taken from the Ministry of National Education, Directorate of Open Education

Maturation institutions

They are the institutions that research, develop, evaluate and live up to local Turkish Clothing and Handicrafts, which provide vocational and technical programs equivalent to secondary education as well as professional knowledge and skills to enable them to become professional owners. There are revolving funds businesses in the world. When "vocational high school" diploma is completed, these schools are able to work in their workplaces related to their fields and they can open their own workplaces as they are given an independent "Workplace Opening Certificate" in their professions bearing the authority and responsibilities of the mastery document. Those who have these conditions are given the title of technician (GDoLLL, 2018).

The maturation institutes are educational institutions that are capable of producing artistic value and training masters in this aspect. The institutes enable adults with at least primary school graduates to improve their professional knowledge and skills.

Research, design, production and promotion marketing departments have been in use since 1997-1998 academic year in order to support the corporate mission and vision of maturation institutes. Thus, it is aimed to realize the educational activities in the highest quality.

In maturation institutes; educational activities are carried out in three groups:

1. Two-year vocational high schools equivalence programs (Maturity Institutes Framework Program). Those who have taken vocational high school, formal general high school and open secondary education have taken courses in culture, continue to take or graduates. Equivalence courses of vocational high schools are provided under this program. With the certificate of equivalency of vocational high schools, a vocational high school diploma and a certificate of establishment of a workplace are issued to the students through the National Education Directorates.

2. Skill course programs. These courses are available on request; 2nd, 3rd, 4th level programs are applied.

Skills course programs are among the programs announced by GDoLLL in the web environment, and they are opened according to the programs chosen by institute groups. Primary education graduates can participate in these programs, but at least high school or vocational high school graduates are admitted to some departments.

3. Course programs with the cooperation of the institution and the organization. Within the scope of the protocol, programs are conducted by institute teachers in the institute buildings or in the environments specified in the protocol.

The number of maturation institutes reached 24 in 2019 since it was established in 1945.

Vocational training centers (VTC)

With the Law No. 6764 on the Organization and Duties of the Ministry of National Education and the Law on the Amendment of Decrees on Some Laws and Decree Laws; changes were made by Decree Law No. 1739 on National Education, No. 3308 on Vocational Education Law and No. 652 on the Organization and Duties of Ministry of National Education. Vocational training centers affiliated to General Directorate of Lifelong Learning were included in compulsory education and attached to General Directorate of Vocational and Technical Education.

Vocational training centers carry out journey training and mastership training in 27 fields and 142 branches which are approved by Board of  Education. The duration of education lasts 4 years and the students receive practical training within the scope of the training at the workplace five days a week. Students receive at least one or two days of theoretical training per week, four to five days per week under the supervision of master instructors

Students who successfully complete the course receive journeyman or mastership documents. Students can get a high school diploma if they wish to complete the difference courses from Vocational Open Schools. The certificate of opening a workplace is given to the students to open their own workplace with the certificate of mastership. Also; foreign students under temporary protection can also receive training in vocational training centers.

Private education institutions

According to Law No. 5580 on Private Education Institutions, the institutions that meet the education standards operate on the field. Institutions are implementing approved programs by the ministry (MoNE, 2016).

Other units

According to the 26th article of MoNE Regulation on Non-formal Education Institutions, Institutions affiliated to the GDoLL can organize courses anywhere within the framework of the protocol within the scope of the trade association with private and public institutions (HBÖGM, 2018).

e-Disseminated System; It is an automation system where the work and processes of courses, seminars and all other activities of all institutions/organizations that it cooperates with public education centers and maturation institutes can be followed. Its software has been developed by the Department of Information Technologies, and its management is provided by the General Directorate of Lifelong Learning. The system has a dynamic structure that is constantly updated according to both the compliance with the legislation, the information infrastructure and the demands from the users. The regulations made in the system in 2020 are as follows.

  • With the new regulation made to the e-Common System, users have the opportunity to log in with their e-government passwords and those who have official duties with their mebbis or e-government passwords.
  • Applications of our master trainers to be employed have started to be made through the master trainer repository module integrated into the system in September 2020.
  • Integration studies of the e-Common System with the distance learning platform ​​were carried out. (2020 LLL Monitoring Report)


LLL Web Portal; The work of the General Directorate within the scope of lifelong learning, access to non-formal education course programs and employment opportunities in our country, which can be integrated with many portals such as e-Government and EBA, whose software is made by the Department of Information Technologies and whose management is carried out by the General Directorate of Lifelong Learning. information environment.

All our citizens; You can see the location and time information about lifelong learning courses on the internet, and pre-register for the courses. Employment and entrepreneurship opportunities, business world, occupational standards, İŞKUR services can benefit from guidance and career guidance departments. Our social media accounts can be accessed here.

LLL Web Portal, which was made available at ​​as of 01.01.2018, was visited by 1,926.224 people until 12.02.2021. (LLL Monitoring Report)

Intellectual research information system (FARABI)

A digital research system was established at under the name of FARABI Research Information System (FARABI), which collects data on many subjects such as questionnaires, applications, suggestions and ideas within the scope of the activities carried out by the General Directorate of Lifelong Learning (GDoLL, Activity report 2016).

Provision Targeting the Acquisition of Basic Skills

Turkey aims to reach citizens in all ages and in all geographic settlements with formal education institutions, public and private networks.  In terms of geographical spread to non-formal education institutions affiliated to the Ministry of National Education, the Vocational Training Centers (VTCs) are developed in areas where the population is dense and concentrated in the provinces, while the Adult Education Centers (PEC) are distributed to the provinces and districts, and each district at least one HEM is located. Through Open Education Secondary School, Open High School, Vocational Open High School and Open Vocational and Technical Schools, distance learning services are also provided. Non-formal adult learning sector is also a very private educational institution served all over the country.

To encourage learning adults’ literacy learning or school level, “The Law Concerning Providing Literacy Education for the Children of Citizens or Providing Them with Primary Education” numbered 2841 was enacted. The purpose of this act is to provide education with students who have stayed out of compulsory primary education age and do not know to write or read in accordance with the objectives of the Turkish national education and basic principles under the state's supervision.

For those attending literacy courses in special administration and municipalities, encouraging measures are taken (Law on Compulsory Elementary Education, Article 8). Courses are organized for disabled people to have knowledge and skills in social and cultural fields with vocational and technical, to bring them to life, and to make them productive individuals. The organizations of courses are made in cooperation with General Directorate of Special Education Guidance Services, Higher Education Institutions and relevant organizations and institutions.  Necessary measures for the benefit of the courses are taken for special class of disabled people and groups. These measures are taken to create similar conditions for normal students (Regulation on Formal Education Institutions, Article 9).

Literacy courses are organized in two stages. Adults 1st Level Literacy Teaching Program was abolished and on 26.02.2018 the Intensified Basic Reading Literacy Program was put into effect. Intensive Course Level Writing Course Program 80-120 hours, II. It is offered by public education centers for 180 hours (HBÖGM, 2018).

Within the scope of literacy mobilization, 763.129 people were made literate in 74.054 literacy courses opened in Public Education Centers of the General Directorate of Lifelong Learning in 2018.

Diploma Provisions during Adulthood

Open Education Upper Secondary School, Vocational Open Education Upper Secondary School and Open Vocational and Technical Education Upper Secondary School, providing open education at upper secondary level as well as Open Education Lower Secondary School, providing open education at lower secondary level via distance education are affiliated to Open Education Directorate and General Directorate of Lifelong Learning of the Ministry of National Education. These institutions provide the following provisions: individuals who were not able to complete their compulsory education, those who had to leave the formal education period and those who want to pursue their education via distance-open education system can benefit from open education schools which operate via advanced mass communication systems and distance education technologies. Those schools provide primary and secondary education provisions; prepare individuals for the following cycles of education and individuals can obtain a degree diploma provided that they complete the required amount of credits.

Provision Targeting the Transition to the Labour Market

Basic principles and guidelines on programs for adult education are regulated by the Regulation and the Regulation on Non-formal Education Institutions Vocational and Technical Education. According to the Vocational and Technical Education Regulation, common in vocational and technical education institutions, vocational and technical education certification in accordance with local needs and national occupational standards document can be opened, which leads to all kinds of courses. Courses based on short-term programs for everyone through education-based activities, regardless of place and time, can be arranged at every opportunity.

Vocational and technical education programs and frame programs are prepared by the relevant units of the Ministry of apprenticeship programs. Institutions, domestic and foreign projects are prepared in accordance with applicable special programs to promote vocational and technical training. The implementation of this program takes place in the project. Decision of whether the project duration coming to an end will continue, disseminate or terminate is given by the Ministry (Vocational and Technical Education Regulation, Article 34).

Those who acquire the same professional knowledge, skills, attitudes and behavior equivalent in the broad-based and modular program by attending formal and non-formal vocational and technical education are issued through certificate or equivalent vocational certificate. To ensure the continued integrity of the programs and certificates, certificate and diploma in leading the program allowing for horizontal and vertical passes are provided. Horizontal and vertical passes are determined by the rules and procedures for Ministry (Vocational and Technical Education Regulation, Article 37; Common Educational Institutions Regulation, Article 74).

In apprenticeship training and vocational and technical education weekly, course schedules and frame curriculum prepared by the units of the Ministry and the Ministry are applied. .

The aim of the vocational training center program in our country is to provide students who are in the age of compulsory education and adults over the age of 18 with basic vocational training and to prepare them for work suitable for the sector.

In accordance with the 64th and 65th Government Programs, for the purpose of taking apprenticeship education as compulsory education, the Organization of the Ministry of National Education numbered 652 and Vocational Training Centers are connected to the General Directorate of Vocational and Technical Education according to the Law on the Organization and Duties of the Ministry of National Education dated 02/12/2016 on the Organization and Duties of the Milli Eğitim Bakanlığı and the Law on the Amendment of Certain Laws and Decrees on the Laws, the Basic Education Law numbered 1739, the Vocational Education Law numbered 3308.

Apprenticeship training was included in the scope of compulsory education and it was aimed to meet the apprentice needs of small tradesmen and craftsmen, which are the fundamental building stone of our economy, and to provide on-the-job training for apprentice students in terms of master apprenticeship from the ethic culture.

At the end of apprenticeship training, apprentice students will be able to establish their own business by taking mastership certificate, and will also be able to obtain a vocational diploma by completing the difference courses. In addition, eighth grade students will be able to prefer vocational training centers according to the results of the Secondary Education Transition to Secondary Education (TEOG). The Certificate of Commitment at the end of the 11th Grade and the Certificate of Proficiency at the end of the 12th Grade are given at the Vocational Training Centers. Qualification certificates will be given to those who pass the skill exams, and those who are successful in the skill exams to be held at the end of the 12th grade are given a certificate of mastership.

Vocational Education Center students see their theoretical training at workplaces at least one day a week for a maximum of 2 days in training centers or training places where businesses are provided and they receive skill trainings for 4 or 5 days a week under the supervision of master trainers. The theoretical and practical trainings of masters or master students are planned and carried out to complement each other.

Master Teaching Training: The person who has gained mastery skills; who is responsible for the education of the students namely candidates apprentices, apprentices, assistants in the workplace of vocational and technical education schools and institutions and who knows and applies the vocational education techniques is called "Master Instructor". Master trainees are awarded to those who have gained mastery if they successfully complete the courses of business pedagogy to be opened by the Ministry. (MEK 3308)

It is not possible for apprentices to work in the workplaces or workplaces where they are not trained as master trainers. The "Business Pedagogy Course Program" applied in master instructor courses lasts 40 hours.

Provision of Liberal (Popular) Adult Education

Adult education activities in Turkey are carried out by public institutions, private education institutions, non-governmental organizations and trade unions. The activities carried out by MoNE are conducted through Public Education Centers (PEC), Vocational Training Centers (VTC), Maturation Institutes, Vocational and Technical Education Centers (VTEC) (GDoLL, 2016 annual report). In addition, the duty of supervising and supervising on behalf of the state in all kinds of education and training services other than in-service training activities carried out by other public institutions, NGOs and private organizations is given to the Ministry of National Education by T.C. Constitution. In this context, all training activities outside the in-service training are carried out by working together with the institutions affiliated to MoNE (Prime Ministry Circular 2007/17). These training activities are carried out in accordance with national and international vocational training standards. Liberal adult education services are also carried out through the projects that are conducted by these institutions. The following projects can be shown as examples of these activities (See Chapter 14).

  • Project for Supporting Lifelong Learning in Turkey II
  • Project of “May Schools get life”
  • Project of strengthening capacity of LL institutions
  • Project “I can manage my budget”
  • National Coordinators for European Adult Learning Agenda Projects – III
  • Socially Supportive Operation in Places Where Romani People Live Alive
  • Project for the Development of Professional Skills (PDPS)
  • Specialized Vocational Training Centers (SVTC)
  • Project for Supporting the Integration of Syrian Children into Turkish Education System (PICTES)
  • Supporting the Syrian Educational Services of Temporary Protected Project:
  • High School Proficiency and Equivalence Exam for Foreign Students
  • Project for Increasing Access to Women's Lifelong Learning Opportunities
  • Project of I am literate
  • Structural Methods (Smart-Comet) Project for Competence Management in the Metal Sector
  • E-Learning Based Modular Training Program and Career Guidance Project for Furniture Upholstery Vocational Qualifications
  • ECVET Mobility in EU Countries Database and Guidance (Vet express) Project
  • School Parenting Project
  • EPALE (Electronic Platform Adult Learning in Europe)

Other Types of Provisions Financed by the Government for Adult Learners

Key Action 1: Learning Mobility of Individuals, Adult Education Staff Learning Mobility

Adult Education Staff Mobility aims to develop the key competencies and skills of staff responsible for adult education to improve the quality of all types of teaching and learning.

In Adult Education Personnel Mobility projects, which may last from 1 to 2 years, only the trainers responsible for the education of adults in the adult education institutions and organizations in our country may be participants. Institutions may apply for grant support for any or more of the following activities within the scope of the project.

  • Teaching / teaching assignments: This activity allows the staff of adult education institutions to provide teaching or training at a partner institution / organization abroad.
  • Structured courses abroad or training activities: These activities support the professional development of adult education personnel.
  • On-the-job training: This activity provides the opportunity for adult education personnel to spend a period of on-the-job training at a relevant institution/institution operating in the field of adult education abroad.

Applications are made by an adult education organization acting as the coordinator of a national mobility consortium consisting of non-professional adult education organizations operating in the field of non-vocational adult education and with appropriate legal entities. Individuals cannot apply for a grant directly to participate in mobility projects.

A participating organization may be one of the following:

• Any public or private organization operating in the field of non-vocational adult education (defined as Adult Education Organization)

• Any public or private organization operating in the labor market or in the fields of education, training and youth,

Participating organizations involved in the mobility project undertake the following roles and tasks:

• Sending organization: Responsible for the selection of active staff or professionals in the field of adult education and for sending abroad.

• Host organization: Responsible for accepting adult education staff from abroad, proposing an activity program to them, or benefiting from an educational activity. The host organization may be one of the following:

• Course organizer (in case of a structured course or training activity)

• Any relevant organization working in the field of partner or adult education (eg in on-the-job training or teaching assignment activities). In this case, the sending organization must agree with the participants about the objectives of the process to be carried out abroad and the rights and obligations of all the parties before the start of the activity.

• Consortium coordinator: He is responsible for conducting a national consortium of partner organizations wishing to send adult education personnel to activities abroad. The coordinator of the consortium may also carry out a sending organization role.

Grant supports provided to the project are as follows:

• Corporate support

• Travel expenses

• Individual support

• Course fee

• Special needs support

• Exceptional costs

Key Action 2: Cooperation for Innovation and Good Practice Change, Strategic Partnerships for Adult Education

It includes strategic cooperation and partnership projects between institutions/organizations in program member countries for the purpose of developing, transferring and/or implementing innovative practices at institutional, local/regional, national or international level.

Effective from 2016 onwards, there has been a separate budget allocation for two different types of projects, namely the Development of Innovation and Exchange of Good Practices in Strategic Partnerships projects. Therefore, both project groups are evaluated within themselves. 80% of the national budget for Strategic Partnerships for Adult Education is devoted to ’Innovation Development and 20% to’ Change of Good Practices of projects.

Official and private institutions/organizations in program member countries may apply. Turkey is a country program. In the case of a Strategic Partnership (QA2), there must be at least 3 partners from 3 different Program Countries.

The project can be conducted in the project partner countries, which will contribute to the realization of the objectives of the project, provided that the project is presented at the application stage and declared on the application form. The training staff, trainers, teachers and adult learners of the project can participate in the activities of the project. The activities to be carried out within this scope must meet the following conditions:

a) Mixed mobility that combines short-term physical mobility (less than 2 months) with virtual mobility

b) Long-term education/teaching assignments (2 - 12 months)

c) Short term joint staff training activities (5 days - 2 months)

  Grant subsidies to the projects are as follows:

• Project Management and Implementation

• Transnational Project Meetings

• Intellectual Outputs

• Multiplier Activities

• Exceptional Cost

• Special Needs Support

• Optional Grant Allocation