MoNE’s organizational structure consists of a central organization, provincial organization, and overseas offices. The central structure includes four deputy ministers and 23 departments reporting to the Minister of National Education. Key units directly under the Minister include Board of Education, National Education Academy, General Directorate for Personnel, Inspection Board, Internal Audit Unit, Press and Public Relations Counsellor, Private Secretariat Directorate, and Council for Higher Education. Each deputy minister oversees a group of general directorates and presidencies. In addition, there are provincial and overseas organizations. The provincial organization comprises provincial and district directorates of national education, which are responsible for implementing central policies locally and managing schools. MoNE’s overseas organization includes educational consultancy and attaché offices located within Turkish diplomatic missions abroad. These offices provide educational services to Turkish citizens overseas and promote Türkiye’s education system internationally.
The duties and authorities of the units under the current organizational structure of the MoNE are regulated by Presidential Decree No. 1. The duties and authorities of the relevant units are detailed below:
Directorate General of Basic Education: It is responsible for conducting studies and implementing policies regarding the administration of pre-primary and primary education institutions and the education and training of their students. It prepares or commissions the preparation of curricula, textbooks, educational tools, and materials for these institutions and submits them to the Board of Education. It also undertakes activities related to meeting the accommodation needs of primary school students and providing financial support.
Directorate General of Secondary Education: It carries out activities related to the management of secondary education institutions and the education of their students. It implements designated policies and prepares or commissions the preparation of curricula, textbooks, and educational materials, submitting them to BoE. Additionally, it oversees services to address accommodation needs and financial support for secondary education students.
Directorate General of Vocational and Technical Education: It manages the administration of vocational and technical education institutions and the education of their students. It implements relevant policies and prepares curricula, textbooks, and educational materials, submitting them to BoE. It develops policies and strategies to strengthen the link between education and employment, and ensures the training of apprentices, journeymen, and masters in accordance with Vocational Education Law No. 3308 dated June 5, 1986.
Directorate General of Religious Education: It prepares or commissions the preparation of programs, textbooks, and educational materials for religious culture and ethics courses and relevant elective courses in formal and non-formal education settings. It also oversees the education provided in imam-hatip schools, develops strategies to strengthen religious and moral education, and cooperates with universities and relevant national and international organizations.
Directorate General of Special Education and Guidance Services: It implements policies and oversees the management of special education institutions, guidance and research centers, and similar entities. It prepares or commissions educational content for these institutions in cooperation with relevant ministries and submits them to BoE.
Directorate General of Lifelong Learning: It implements, monitors, and evaluates lifelong learning initiatives. It provides non-formal and open education services and offers general, vocational, and technical education for individuals outside the formal education system. It also develops curricula and educational materials for non-formal institutions.
Directorate General of Private Education Institutions: It executes the duties defined in Law No. 5580 on Private Education Institutions. It regulates and supervises dormitories and similar facilities established by associations, foundations, and individuals. Additionally, it fulfills the responsibilities outlined in Article 13 of the Presidential Decree.
Directorate General of Innovation and Education Technologies: It supports education through technology, promotes the use of ICT, and produces multimedia educational content. It develops and implements artificial intelligence and data analytics projects to accelerate digital transformation in education. The Directorate also advances digitalization of teaching materials, fosters digital literacy among teachers, and enhances cybersecurity awareness.
National Education Academy: It prepares, implements, and evaluates training programs for teacher preparation, professional development, career advancement, and leadership. It determines and updates competency frameworks for educators, identifies training needs, and collaborates with universities domestically and abroad to follow best practices and innovations in education.
Directorate General of Measurement, Evaluation and Examination Services: It plans, implements, and evaluates centralized exams and e-exams. It manages examination content, security, objections, and analysis of results. It provides testing services for public and private sectors and ensures coordination and training of examination personnel.
Directorate General of Higher and Foreign Education: It handles procedures related to the higher education entrance system and fulfills MoNE’s responsibilities under Higher Education Law No. 2547. It coordinates education services for Turkish citizens abroad and supports their reintegration. It also manages the education of foreign students and oversees social assistance to Turkish and foreign educators.
Directorate General of EU and Foreign Relations: It implements bilateral and multilateral education agreements and coordinates international education projects. It oversees scholarships, foreign student affairs, and cooperation with countries sharing linguistic, historical, or cultural ties with Türkiye.
Directorate General of Personnel: It plans and implements personnel policies, including appointments, transfers, promotions, and retirements. It also coordinates training for teacher candidates under National Education Academy.
Directorate General of Legal Services: It carries out legal responsibilities in accordance with Decree Law No. 659.
Directorate General of Support Services: It provides logistical services including procurement, cleaning, security, repair, and maintenance. It manages the Ministry’s properties and supports education by supplying materials and equipment. It oversees the Ministry’s guesthouses, teachers’ houses, and manages revolving funds. It also coordinates school transportation, occupational health and safety services, and supports vocational training through internships and accommodation.
Directorate General of Information Technologies: It ensures that MoNE’s IT projects comply with national standards. It develops and maintains databases and digital services (e.g., e-Okul), supports AI and machine learning initiatives, and ensures cybersecurity and data integrity across the Ministry.
Directorate General of Construction and Real Estate: It is responsible for planning, construction, maintenance, and renovation of school buildings and other educational facilities. It conducts expropriation, land inspections, and asset management activities. It ensures MoNE’s infrastructure needs are met through purchasing, leasing, or constructing buildings.
Board of Education: It acts as MoNE’s scientific advisory board. It prepares and reviews curricula, textbooks, and supplementary resources and ensures they align with national and universal education values. It also validates equivalency of foreign educational credentials.
Directorate of Inspection Board: It conducts audits and provides guidance to MoNE staff and institutions. It ensures compliance with regulations and promotes quality assurance through a preventive and educational approach. It coordinates the activities of education inspectors and oversees inspections via work centers established in provinces.
Directorate of Internal Audit Unit: It conducts audits and advisory services to ensure the Ministry’s resources are used economically, efficiently, and effectively. Based on risk analyses, it prepares audit plans, evaluates risk management, governance, and control processes, and offers recommendations.
Directorate of Strategy Development: It develops and monitors the Ministry’s strategic plans and budgets in accordance with public financial legislation. It guides units in financial and strategic planning to help achieve the Ministry’s goals.
Office of Press and Public Relations Counsellor: It oversees MoNE’s communication with the public and the media. It coordinates public relations efforts and ensures compliance with the Right to Information Law No. 4982.
Office of the Private Secretary: It organizes the Minister’s schedule, handles correspondence, protocol, and ceremonial matters. It ensures coordination and efficiency within the Ministry.
Provincial Organization: The Ministry may establish provincial and district education directorates based on regional population, socioeconomic factors, and educational needs. These offices may include various units and education inspectors to ensure local implementation of national education policies.
Missions Abroad: Through education consultancies and attaché offices, it operates to meet the educational needs of Turkish citizens living abroad and to represent Türkiye’s education policies at an international level.
Council of Higher Education: According to Higher Education Law, Council of Higher Education is an institution that regulates all higher education and guides the activities of higher education institutions and within the scope of the duties and powers granted to it by this la, it is an autonomous institution with public legal personality. The Council’s organs are General Board, President and Executive Board. Council of Higher Education is responsible for Higher Education Audit Board and units responsible for planning, research, development, evaluation, budgeting, investment and coordination activities.
Formal Education Institutions
The Turkish education system consists of two main components: formal education and non-formal education. Formal education includes pre-primary education, primary education, secondary education, and higher education institutions, while non-formal education encompasses all educational activities conducted alongside or outside the formal system. Pre-primary education is provided through independent kindergartens for children aged 36–68 months, and in kindergartens and practice classes within primary and secondary schools for children aged 45–68 months.
Children aged 57–68 months are enrolled in these institutions as of the end of September in the year of enrollment. After admitting children who live within the school’s designated registration area and who will begin primary school in the next academic year, children aged 36–56 months may also be enrolled in kindergartens and practice classes, and those aged 45–56 months in kindergarten classes, provided that adequate physical infrastructure exists.
Primary education institutions comprise four-year compulsory primary schools and four-year compulsory lower secondary schools. These include lower secondary schools, imam hatip lower secondary schools, sports lower secondary schools, music lower secondary schools, and vocational lower secondary schools. According to the Regulation on Pre-primary and Primary Education Institutions of the Ministry of National Education (MoNE), children who turn 69 months old by the end of September are enrolled in the first grade of primary school. Children aged 66, 67, and 68 months may also enroll upon written request from their parents. School administrations may defer the enrollment of children aged 69–71 months or refer them to preprimary education upon a similar request.
Compulsory primary education in Türkiye is for children aged 6 to 14. It is structured in two stages: the first is the four-year primary school (grades 1 to 4) for children aged 6–10; the second is the four-year lower secondary school (grades 5 to 8) for children aged 10–14. For those who completed primary school but did not attend or dropped out of lower secondary school, the Open Education Lower Secondary School offers the opportunity to complete lower secondary school education through distance learning. This includes students who have reached the age of 15 as of the start of the academic year.
Upper secondary education refers to all formal public and private educational institutions that provide at least four years of compulsory education following lower secondary education. These institutions prepare students for higher education, the workforce, and broader life experiences in accordance with their interests, aspirations, and abilities. Secondary education institutions are categorized into three main types: General Upper Secondary Education, Vocational and Technical Upper Secondary ve Religious Education General Upper Secondary Education includes Anatolian high schools, social sciences high schools, science high schools, fine arts high schools, and sports high schools. Each type emphasizes a specific academic focus. For example, science high schools prioritize science and mathematics, while fine arts and sports high schools cultivate talents in those respective areas.
Vocational and Technical Secondary Education offers programs aligned with national and international occupational standards and qualifications in areas such as industry, trade, textiles, construction, tourism, chemistry, agriculture, and health. Institutions include vocational and technical Anatolian high schools, vocational training centers, multi-program Anatolian high schools, and special education vocational high schools. These schools aim to equip students with vocational skills, ethical values, and awareness of occupational health and safety, while also preparing them for higher education.
Religious Education Institutions comprise official Anatolian imam hatip high schools that provide education to prepare students for religious services such as imam, preacher (hatip), or Quran instructor, while also preparing them for higher education and other professions.
To enroll in upper secondary education institutions, students must have completed lower secondary school and be under the age of 18 at the start of the academic year. However, the age limit does not apply to students who have not interrupted their education.
In addition, Special Education Institutions, governed by the Regulation on Special Education Services (in force since 2018), provide tailored educational programs for individuals with special needs at all levels and types of education. These institutions aim to help students realize their full potential and prepare them for higher education, employment, and social life. Special education classes can be opened within pre-primary, primary, secondary, and vocational secondary schools. Students in these classes are eligible for free meals and transportation under the Regulation on Access to Education through Transportation. At the secondary education level, students with special needs may attend special education classes, special education vocational schools, and special education practice schools and speacial education vocational high schools.
To promote inclusive education, support services are offered to students who participate in fullor part-time mainstream education in regular classrooms. These services are provided in dedicated support education rooms to meet individual needs.
Children with special needs undergoing inpatient treatment in health facilities may receive education in hospitals with the approval of the Ministry of Health. For those unable to attend school for at least 12 weeks due to health issues—or who would risk their health by doing so—home education services are available. Gifted students enrolled in formal education institutions can receive additional support at science and art centers, which help them nurture their talents and maximize their potential.
Open Education Institutions cater to students unable to attend formal, in-person education, including those beyond compulsory education age or those who transition due to personal circumstances. These institutions include the Open Education Lower Secondary School, Open Education High School, Vocational Open Education High School, Open Imam Hatip High School, and Vocational and Technical Open Education High Schools, operating under the MoNE Open Education Institutions Regulation.
Higher Education Institutions
According to the Law on Higher Education, all education at all levels based on secondary education of at least four semesters or more within higher education institutions is recognized as higher education. The main purpose of higher education is to contribute to the economic, social and cultural development of the country, to produce knowledge and technology through scientific research, and to contribute to science through national and international cooperation. Higher education institutions consist of universities and institutes of high technology, faculties, institutes, colleges, conservatories, research and application centers, vocational colleges affiliated to a university or institute of high technology, and vocational colleges established by foundations without being affiliated to a university or institute of high technology and provided that they are not for profit. Universities are composed of full-time two-year vocational colleges with vocational education leading to associate degree, four-year faculties leading to bachelor’s degree, four-year colleges with vocational education, five and six-year faculties leading to master’s degree, and institutes implementing postgraduate (master’s and doctorate) programs.
Entrance to higher education programs requires a high school diploma and success in a central examination. Universities are autonomous in establishing their academic and vocational programs and conducting their educational and research activities.
Open education and distance education programs are important for individuals who cannot continue formal education for any reason. Many universities offer both open and distance education associate, undergraduate and graduate programs. In addition, there are second university programs that allow those who have graduated from a university or are currently studying in a program to enroll without taking any exams. A “Commission for Students with Disabilities” was established by YÖK in order to take necessary measures to facilitate the learning lives of students with special educational needs and to make arrangements in this direction. In addition, “Disabled Student Units” have been established in all higher education institutions in order to identify the needs and problems of students with special educational needs enrolled in higher education programs in subjects and areas such as educational resources and processes, scholarship and accommodation services, administrative services, physical space arrangements, social activities, etc. and to propose solutions. New associate, undergraduate and postgraduate programs are opened in areas of need in order to facilitate and increase the access of individuals with special educational needs to higher education and to ensure their full and effective participation in education.
Lifelong Learning Institutions
Lifelong learning institutions in Türkiye provide opportunities for individuals to develop their knowledge, skills, and competencies throughout their lives, offering educational and training activities outside or alongside formal education. These institutions not only support personal development but also contribute to the acquisition of social and employment-oriented skills. They offer continuous learning opportunities aimed at professional, artistic, cultural, and personal development. The main institutions in this category include Public Education Centers, Advanced Technical School for Girls, Open Education Lower Secondary School, Open Education High School, Vocational Open Education High School, Vocational and Technical Open Education School and Open Imam Hatip High Schools.
These institutions are responsible for developing education policies for individuals outside compulsory education, delivering non-formal and open education services, providing vocational and technical training, preparing instructional materials, and managing services related to private education institutions. Their activities include teaching literacy to adults, supporting learners in completing unfinished education, helping individuals adapt to scientific and technological advances, facilitating professional acquisition, and fostering continuous professional development. Adult education services also encompass the recognition of prior learning, evaluating individuals’ previous education and experience.
Continuing education centers within higher education institutions also play a key role in lifelong learning. These centers serve all segments of society and work in cooperation with public institutions, the private sector, and international organizations. They organize a wide range of educational activities, such as courses, seminars, conferences, vocational training programs, certificate and corporate training programs, language courses, personal development programs. Participants in these programs are awarded certificates of participation, achievement, or completion. These trainings are typically fee-based.