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EACEA National Policies Platform:Eurydice
National reforms in school education


14.Ongoing reforms and policy developments

14.2National reforms in school education

Last update: 27 November 2023


Regulation Amending the Regulation on Secondary Education Institutions

In accordance with the Regulation Amending the Regulation on Secondary Education Institutions, a "prevention, intervention and guidance commission" was established to carry out activities for students at risk of repeating a grade due to absenteeism and failure.The situation of a student who has two consecutive days of unexcused absenteeism will be notified to his/her parents by mail, e-mail or other means of communication, the parents will be invited to the school, informed about the student's situation and asked to submit the apology document, if any, to the school administration.


Students whose unexcused absences exceed 10 days and 30 days in total will be considered unsuccessful regardless of their course grades and their parents will be notified in writing. For those who have lost a first-degree relative, the total period of unexcused absenteeism will be 40 days, provided that it does not exceed 10 days.


The prevention, intervention and guidance commission will invite the parents of students who are absent and at risk of repeating a grade to the school on the 5th day of absence, and will work in cooperation to eliminate the reasons for absenteeism. Each day of unexcused absenteeism will be added as one hour to the time for social responsibility activities specified in the weekly course schedule.


Those who do not have the right to study at the vocational education center and are subject to compulsory education will be directed to open education high school, vocational open education high school or open education imam hatip high school, taking into account the parent and student demand. With the aim of increasing students' belonging to the school and ensuring school attendance, each day of unexcused absenteeism will be added as one hour to the time for social responsibility activities specified in the weekly course schedule.


In cases requiring inpatient treatment, a new provision has been introduced for cases where the duration of the reports issued by health institutions exceeds the total period of absenteeism. Accordingly, in order to prevent loss of rights in such cases, in cases requiring inpatient treatment, the period of absenteeism of students will be 60 days, as is the case for students with a disease requiring registered continuous treatment or organ transplantation.

Transitions to open upper secondary schools became more difficult

With the Regulation, transfers and transitions to open high schools will not be possible, except for exceptions such as national athletes, mainstreaming students, students under the protection law, children of martyrs and veterans, those whose excuses are deemed appropriate by the Ministry and students who have lost their right to study in formal secondary education institutions according to the relevant provisions of the regulation.

50 success points will not be enough to pass a grade

The Regulation introduces a series of new amendments to the high school passing standards. Accordingly, the 50 average previously required for passing to the next grade will no longer be sufficient. In order to ensure that students complete their education and training processes with the competencies and achievements related to the courses, those who fail at most 1 course will be able to pass directly to the next grade, provided that they have a year-end achievement score of 50.


Students with a new course average of 50 who fail at most 3 courses will be able to move to the next grade as responsible. According to the regulation, students who fail 4 or more courses in high schools will have to repeat the grade. This practice will be implemented gradually starting from the 2023-2024 academic year. In this context, the provisions of the new regulation will be applied to 9th grade students starting high school this year, while the old practice will continue for other grades.


In the planning made on the basis of the information of the students who need to participate in the responsibility exams in the e-School system, 12th grade students who cannot graduate from school and who are in a pending status and students who do not attend school despite being notified of absenteeism will be included in the responsibility exam plan if they notify the school directorate until 5 working days before the responsibility exam date.


Regulations have been made regarding grade repetition and the right to study in vocational education centers, and arrangements have been made to ensure that vocational education center students do not proceed to mastership training in the 12th grade without receiving the journeyman certificate in the 11th grade.


Students who, while studying in open education upper secondary school, vocational open education high school or open education imam hatip high school, are in a position to transfer and transfer to formal secondary education institutions in terms of the credits they have achieved, meet the conditions for enrollment in formal secondary education institutions in terms of age, have the right to study in formal secondary education and have not received a disciplinary penalty of expulsion from formal education, from the end of October in the first semester of the new academic year and from the first working day of the second semester until the end of February in the second semester, depending on the preference within the secondary education registration area, Anatolian upper secondary schools, Anatolian imam hatip upper secondary schools, vocational and technical Anatolian upper secondary schools with appropriate programs and quotas by the decision of the student transfer and placement commission.

New Regulation for Assessment and Evaluation

The Ministry of National Education amended the regulation for assessment and evaluation. The Regulation sets out the procedures and principles regarding measurement and evaluation in education and training institutions.

Important changes can be listed as follows:

  • The practice of written exam hours in 4th grade primary school was abolished. In 4th grade, student grades will be based on the student development file.
  • There will be an 'exam week' in schools. The dates of the exams will be announced at the beginning of the school year.
  • Except for practical exams, it will be essential that exams of courses taught in more than one branch will be held jointly in order to allow teachers to make joint evaluations.
  • There will be two exams per semester for each subject. For courses with six or more weekly class hours, a third exam can be held if the provincial class/area clerks decide to do so.
  • Exams for Turkish/Turkish language and literature and foreign language courses will be written and practical to measure listening, speaking, reading and writing skills.
  • In primary schools, specially developed measurement tools will be used to monitor and improve students' listening, speaking, reading and writing skills in order to improve the correct and beautiful use of Turkish.
  • Teachers may conduct short-term exams at the end of the unit/theme and/or subject to give feedback to students. These exams will not be graded.
  • With ABIDE research, students' levels of acquiring high-level thinking skills such as critical thinking, problem solving, reasoning, and interpretation through real life scenarios will be monitored and evaluated at the provincial level and compared by years.
  • In order to protect and improve Turkish language, the research, which monitors the development of students' listening, speaking, reading and writing skills gained during the teaching process, will be conducted in two-year cycles and a country-wide report will be prepared.
  • A "school-based monitoring" research will be conducted to see the impact of curricula on students' academic outcomes.
  • The country's progress in education will be monitored at the international level through the international monitoring surveys PISA and TIMSS.
  • In order to increase the effectiveness of process-oriented assessment, in-class assessment and evaluation studies and to improve the qualifications of teachers, "assessment and evaluation centers" established within the General Directorate will be activated in provinces.


PA II- Increasing Attendance and Schooling Rates in Secondary Education Project: (2021-2024)

Considering that secondary education is within the scope of compulsory education, it is important to provide students with activities that will contribute to their self-realization inside and outside the school, and to provide the necessary environments for these activities, and to prevent the continuation of academic failure by paving the way for students to learn at their own pace with individualized learning, make-up and training courses.

 In this direction, with the project prepared within the scope of the European Union Instrument for Pre-Accession Financial Assistance (IPA II), it is aimed to increase the level of education and skill by ensuring that everyone has access to education at secondary education levels and to combat early school leaving/absenteeism. The general objectives of the project are to increase attendance and enrollment rates by making efforts to make students more attractive, to improve their motivation at school, and to increase teacher-student interaction.

According to the 2017-2018 Ministry of National Education Statistics, the project will be implemented in 50 schools in 14 provinces with the highest grade repetition and absenteeism rate at NUTS-I level. Pilot provinces represent 14 NUTS II regions. (Afyonkarahisar, Ağrı, Ankara, Bingöl, Çankırı, Hakkari, Hatay, İstanbul, Nevşehir, Sakarya, Şanlıurfa, Şırnak, Tekirdağ, Trabzon) Based on this, students studying at secondary education level, teachers working in secondary education institutions, parents and the relevant National National Assembly during the project implementation process. The personnel of the central organization of the Ministry of Education are the target groups of the project and are expected to provide maximum benefit.

Teaching Materials and e-Content Studies

• Interactive Textbooks

Textbooks prepared by the General Directorate of Secondary Education and approved by the Board of Education in the 2021-2022 academic year have been made suitable for the interactive whiteboard. The books are enriched with different e-contents. Efforts to develop e-content and add it to the interactive book continue. In addition, the updates made in the books are followed by the Board of Education and Discipline, and every change is reflected in the books.

In addition, enrichment studies continue through printed textbooks, lecture videos, lecture presentations, subject summaries and data matrix. In this context, the relevant contents have been added to the textbooks within the framework of cooperation with the Programs and Textbooks Department. Work on updating and enriching the content in question will continue.

• Mobile Question Bank Application

OGMMATERYAL QUESTION BANK mobile application is available for free on the appstore and playstore to assist the 9th, 10th, 11th and 12th grade students in their studies. In the prepared mobile application, there are questions prepared to measure the students' ability to use the information they have acquired in their daily lives, covering the entire curriculum consisting of units belonging to Turkish Language and Literature, History, Geography, Philosophy group, Mathematics, Physics, Chemistry, Biology and English.

• YKS Camp

YKS question solutions for Biology, Geography, Philosophy, Physics, English, Chemistry, Mathematics, History, Turkish Language and Literature courses for the 2021-2022 academic year for the 12th grade students, starting from February 14, 2022. It will continue to be broadcast live on the Youtube channel of the General Directorate of Secondary Education until the first week.

In addition, question-solving tests and videos, lecture videos, mini-tests, including all lessons for students preparing for YKS, are available on the "OGMMATERYAL" website.

• Workbooks

In order to support students and teachers, and to increase the diversity of resources in all classes and levels, a workbook for basic lessons has been prepared and started to be presented to students and teachers at the beginning of each month from "" and "OGMMATERYAL" e-Content warehouse. The workbooks are prepared by enriching them with gamified subject summary, matching, filling in the blanks, puzzles, open-ended questions, and multiple choice questions. Work continues on the workbooks prepared for the basic courses (Turkish Language and Literature, History, Geography, Philosophy, Mathematics, Physics, Chemistry, Biology, English), renewed at the beginning of each month in accordance with the annual plan.


Safe Schooling and Distance Education Project

The Safe Schooling and Distance Education Project (SSDE), which was designed in cooperation with the World Bank and carried out under the leadership of the Ministry of National Education Innovation and Education Technologies (YEĞİTEK) General Directorate, was initiated both to ensure the uninterrupted continuation of education in extraordinary situations and to realize breakthroughs that will shape the education system of the future. A resource of $160 million has been allocated to the project, which will be implemented with a World Bank loan. It will be the mainstay of the Ministry of National Education's strategy in the field of educational technologies in the coming period, together with the FATIH project and EBA, especially the SSDE project.

Within the scope of the component of the Project, which was designed in the light of the 2023 Education Vision, the "Emergency Response", the capacity of the EBA platform was rapidly increased and the distance education content that was urgently needed was rapidly produced in order to ensure the uninterrupted continuation of education after the COVID-19 epidemic. As a result of the project activities for the technology infrastructure and education platform within the scope of Emergency Response, the capacity of EBA to serve a maximum of 40 thousand students at the same time was increased to 1 million, the virtual classroom feature, which was not available before, was added to the system, and it was possible to attend classes in 255 thousand virtual classrooms at the same time. Within the scope of the contents, urgent needs have been met, starting with the disadvantaged groups in accessing distance education. In this context, first of all, more than 100,000 minutes of video were translated into sign language. 675 audio description videos were prepared for our visually impaired students, and additional content continued to be developed. Also in the emergency response phase, studio infrastructure development studies were carried out for the production of EBA contents (video and audio).

Safe Schooling and Distance Education Project has three main components; (i) strengthening the digital education platform and infrastructure, (ii) determining digital content strategies and producing new generation educational content, and (iii) supporting the professional development of teachers and the interaction of the education ecosystem. These components, which are integrated with each other, will also form the basis of the future education system, which is called the blended education system, where face-to-face and distance education applications are carried out together to complement each other. The project's broad target audience includes 18 million K-12 students, as well as participants in lifelong learning programs and teachers receiving professional development training. Particular attention is paid to supporting the access and use of distance and blended education opportunities for students from disadvantaged groups. The project aims to expand quality education and to increase the contribution of education to socio-economic development.

With the project, ensuring the integration of technology use in face-to-face education, expanding the use of digital education opportunities to complement face-to-face education, increasing the quality of education with new generation education contents, equipment and approaches, increasing equality of opportunity in education with focused investments for disadvantaged schools (at the same time, increasing access opportunities) It is aimed to support the professional development of teachers, who are the most important actors in education. In this context; It is aimed to determine a blended education approach, to create a new generation digital education platform, pedagogies and content system, and to establish a globally competitive Educational Technologies Ecosystem.

With the Education Technologies Ecosystem, which is aimed to be created within the scope of the project, studies will be carried out for idea generation, content development, research, piloting, testing, scaling, networking and capacity building.

Responses to the COVID-19 outbreak through EBA, EBA TV and Other Education Services have created an infrastructure for the Safe Schooling and Distance Education (SSDE) Project financed by the World Bank and run by the General Directorate of Innovation and Education Technologies. The Safe Schooling and Distance Education (SSDE) Project, which was developed in Turkey and financed by the World Bank, aims to support Turkey's education sector in order to provide a safe education with distance education during the COVID-19 epidemic and to come out of this situation resilient. The project aims to increase the capacity of the education system to provide equal e-learning to school-age children, not only during the COVID-19 pandemic, but also afterwards and for future crises.

Project Duration:

The Project, which entered into force on 11.09.2021, is aimed to be completed on 31.12.2023.

Budget of the Project:

A resource of $160 million has been allocated to the project, which will be implemented with a World Bank loan.

Grant- Erasmus + KA3 is a support project for policy reform, designed to support innovative practices in the fields of education and training, at the executive and implementation level, by developing 21st century skills.

Partners and Stakeholders of the Project:

Contracting Authority: Education, Audiovisual and Culture Executive Agency (EACEA)

1. Turkey -MEB YEĞİTEK, Coordinating Institution

2. Turkey- Middle East Technical University

3. Turkey- Robotsan

4. Ireland- H2 Learning,

5. Ireland - Blackrock Education Center

6. Lithuania- Kaunas Technical University

7. Lithuania- Vilnius University,

8. Portugal- CTEM Academy,

9. Spain- Department of Teacher Training of the Education for Galicia

10. Netherlands- Both Social

The duration of the project is 36 months. (01/01/2020-31/12/2022)

The goal of the project:

• Developing an innovative and up-to-date educational framework with the participation of 10 European member partners to use an effective and efficient STEAM approach in education and improve teachers' skills and training curricula.

• To support creativity and innovation along with entrepreneurship at all levels of education and training, which are at the core of sustainable economic development.

• To increase the digital competencies, entrepreneurship and cultural awareness of individuals, to enable them to be productive and creative individuals who have scientific thinking, respect for different cultures and ideas.

• To support STEAM teaching in national and international education environments with an innovative and multi-disciplinary approach, and to enable it to be disseminated in digital environments.

• To implement and test the innovative platform, trainings, and the new curriculum prepared to benefit the dissemination of STEAM Education.

Main activities of the project:

WP1 - Project Execution Planning / MEB YEĞİTEK

• Needs analysis

WP2 - Teacher training & New Curriculum / Kaunas University of Technology

• Giving teacher training,

• Implementation of online pilot trainings,

 WP3 - Scenario Development / METU

• Scenario analysis and writing,

 WP4 - Establishment of Innovative Online Platform (IOP) / ROBOTSAN

• Placing the prepared innovative scenarios and content on the platform,

• Conducting innovative online pilots in Turkey and Spain

 WP5- Preparation of Implementation Guide for Policymakers / H2 LEARNING

• Making the required strategy analysis and creating a draft,

 WP6 - Project tracking / Education Department of Galicia Spain

• Ensuring the validity and reliability of the project process and activities with research and reports under the leadership of the Scientific Committee

 WP7- Evaluation and dissemination of the project / CCCC

• Conducting dissemination activities using conferences, trainings, online platforms

Expected results from the project:

• Educational scenarios that include STEAM approach, teacher trainings, interdisciplinary and innovative approaches will be included in the curriculum, thus ensuring continuity in the trainings in line with the project objectives. Project outputs and New training frameworks will be disseminated.

• The online simulation platform, which will be established to develop innovative, creative and future-oriented skills, will ensure continuity in the dissemination of project outputs.

• In line with the evaluations in the process, the National Strategy Framework, which aims to produce a qualified and diverse workforce in the future, will be restructured with the contribution of the implementation guide to be prepared by experts.

The project aims to use innovative and interdisciplinary activities in education, to develop robotic, algorithmic thinking and creative thinking skills in partner countries, with the contribution of the online platform; accordingly, it will strengthen the implementation of the STEAM approach, which envisages strengthening future business policies.

Outcomes of the Project:

• As the coordinator of the project, YEĞİTEK project work packages, project team and key personnel, project principles, work plan, communication methods,

He prepared the Project Management Plan, which includes the standard and quality management and the dissemination approach.

• The project website was established for the management of the project, monitoring and dissemination of its activities and work packages.

• Within the scope of WP1 Project Design (Needs Analysis, Strategy Development), which is the first work package of the project, a needs analysis for STEAM training was conducted in partner countries. A total of 1929 teachers from Turkey, Spain, Ireland, Lithuania, Portugal and the Netherlands participated in the needs analysis. The completed study has been published in the EDUSIMSTEAM Needs Analysis Report

• Within the scope of the project, academic information documents called STEAM (Science, Technology, Engineering, Art and Mathematics) were prepared and published in Turkish and English at Official Site.

• In May 2021, a meeting was held with the project partners to plan the second work package of the project, WP2 Teacher Training & New Education Curriculum.

• In June 2021, a meeting was held with the project partners to plan the holding of sessions related to the second work package of the project, WP2 Teacher Training.

• At the meeting held in June 2021 with the participation of project coordinator YEĞİTEK and project partners METU and Robotsan, the scenarios prepared by METU within the scope of the third work package WP3 Scenario Development of the project were examined together, suggestions were made and the scenarios within the scope of the project's fourth work package WP4 Innovative Online Platform Establishment were transferred to the platform. Work packages were planned by discussing the placement, layout and progress of the platform.