National Education Statistics Formal Education 2015/'16

T.C. MLLÎ ETM BAKANLII STRATEJ GELTRME BAKANLII MINISTRY OF NATIONAL EDUCATION STRATEGY DEVELOPMENT PRESIDENCY
RESM STATSTK PROGRAMI YAYINIDIR A Publication of Official Statistics Programme
MLLÎ ETM STATSTKLER Örgün Eitim National Education Statistics Formal Education
MLLÎ ETM STATSTKLER, ÖRGÜN ETM 2015/'16 National Education Statistics, Formal Education
Bu yaynn 5846 Sayl Fikir ve Sanat Eserleri Kanunu'na göre her hakk Millî Eitim Bakanlna aittir. Gerçek veya tüzel kiiler tarafndan izinsiz çoaltlamaz ve datlamaz
Ministry of National Education reserves all the rights of this publication. Unauthorised duplication or distribution of this publication is prohibited under Law No: 5846
Yayn içeriine yönelik sorularnz için For questions on the content of the publication
nternet Internet http://www.meb.gov.tr http://www.meb.gov.tr http://sgb.meb.gov.tr http://sgb.meb.gov.tr
E-posta E-mail [email protected] [email protected]
Bu yayn, Türkiye statistik Kurumu'nun katklaryla Millî Eitim Bakanl tarafndan Resmi statistik Program kapsamnda hazrlanmtr.
This book is prepared by the Ministry of National Education with the contributions of Turkish Statistical Institute within the framework of Official Statistics Programme.
Millî Eitim Bakanl Ministry of National Education
Türkiye statistik Kurumu Turkish Statistical Institute
Millî Eitim Bakanl Strateji Gelitirme Bakanl ve Bilgi lem Daire Bakanlnn katklaryla hazrlanan bu kitap, Bakanlk Makamnn 21/03/2016 tarih ve 3222540 sayl olurlaryla Destek Hizmetleri Genel Müdürlüünce 1.000 adet bastrlmtr.
This book which has been prepared by the Ministry of National Education, Presidency of Strategy Development with the contributions of Information Technology Department has been published in 1.000 copies by the General Directorate of Support Services aproval dated 21/03/2016 and numbered 3222540.
ISBN 978-975-11-3982-5
Tel: +90 (312) 413 14 80 - 413 14 81 - 413 14 82 413 27 52 - 413 27 54
ISSN 1300-0993
Devlet Mah. Necatibey Cad. No: 114 06650 Çankaya-ANKARA / TÜRKYE
Önsöz Foreword
Resmi statistik Programnn yürürlüe girmesiyle birlikte, Türkiye statistik Kurumu’nun yaynlad verilerin yan sra, dier kurum ve kurulular tarafndan üretilmesi ve yaynlanmas öngörülen veriler, Programda yer alarak resmi istatistik olarak kabul edilecektir. Böylece ihtiyaç duyulan her alanda güvenilir veriler üretilmesi salanm olacaktr.
2012–2016 Resmi statistik
Programnda Örgün Eitim statistikleri’nin basl yayn ve internet ortamnda yllk olarak yaynlanmas sorumluluu Bakanlmza verilmitir.
Örgün eitim; okul öncesi eitimi, ilkokul, ortaokul, ortaöretim ve yükseköretim kurumlarn kapsar. Ancak, Programda belirtildii üzere yüksek öretim istatistikleri Bakanlmzn hazrlad yayndan bamsz olarak Yüksek Öretim Kurulu tarafndan yaynlanmaktadr.
Örgün eitimin, plan ve program hedeflerine uygun bir biçimde ilerlik kazanmas, gerekli verilerin doru, güvenilir ve analiz edilebilir ekilde derlenmesi ile mümkündür. Eitim planlamasnn uygulana- bilirlii tam, doru ve güvenilir istatistikî bilgilerin seri bir biçimde derlenmesi ve kullanclara aktarlmas ile mümkün olacaktr. Bu amaçlar dorultusunda hazrlanan bu yayn statistikî Bölge Birimleri Snflamas ve yerleim yeri düzeyinde okul, örenci, öretmen, mezun ve yeni kayt örenci saylar ile uluslararas karlatrmalar yaplabilmesi amacyla baz eitim göstergelerini kapsamaktadr.
Yaynn, karar vericilere, bilim insanlarna ve dier ilgili tüm kullanclara yararl olmasn diliyoruz.
FOREWORD
With the entrance into force of the Official Statistics Programme, besides the data published by Turkish Statistical Institute, data anticipated be producing and publishing by other organizations and institutions will be included in the Programme and regarded as official statistics. Thus, requested reliable data on any field will be provided.
As stated in the 2012–2016 Official Statistics Programme, Ministry of National Education (MoNE) is responsible for the annual publication (hardcopy and online) of Formal Education Statistics.
Formal education; includes pre primary, primary school, lower secondary school, upper secondary and tertiary educational institutions. However, as stated in the Programme, tertiary statistics is published - independent of MoNE - by the Higher Education Council.
In order for formal education to operate in accordance with the goals of its plans and programmes, compiling relevant data in accurate, reliable and analyzable way is necessary. The applicability of educational planning will be possible through rapid compilation and transmission of implicit, accurate and reliable statistical data to users. The publication prepared for the purposes stated above includes number of new entrants, students, graduates and teachers by settlement according to Statistical Regions as well as certain internationally comparable educational indicators.
We hope that the publication will be beneficial for decision makers, academicians and all other users.
Millî Eitim Bakanl Ministry of National Education
Millî Eitim statistikleri, Örgün Eitim 2015/'16 National Education Statistics, Formal Education 2015/'16 III
çindekiler Contents
ÇNDEKLER CONTENTS
Sayfa Page
Simge ve Ksaltmalar XII Symbols and Abbreviations
Açklama XIII Explanation
1. Millî Eitim Bakanl Tekilat emas
XXIV 1. Structural Organization of The Ministry of National Education
2. Türk Millî Eitim Sistemi emas XXVI 2. Turkish National Education System
1. Eitim Göstergeleri 1 1. Education Indicators
2. Örgün Eitim, 2015/ '16 49 2. Formal Education, 2015/ '16
Temel Eitim (Okulöncesi) 49 Basic Education (Pre-Primary Education)
Temel Eitim (lkokul, Ortaokul) 64 Basic Education (Primary Education, Lower Secondary Education)
Ortaöretim ve Yaygn Eitim 122 Upper Secondary Education and Non-Formal Education
3. Burslu Örenciler ve Örenci Pansiyonlar
214 3. Scholarship Students and Student Boarding Houses
4. Yüksek Örenim Kredi ve Yurtlar Kurumu Hizmetleri
219 4. Services Provided by Higher Education Loans and Dormitories Institution
5. Yurt D Eitim 230 5. Education Abroad
6. Öretmen Evleri ve Akam Sanat Okullar
237 6. Teachers Houses and Evening Art Schools
7. Bütçe 238 7. Budget
8. Yatrm 245 8. Investment
Millî Eitim statistikleri, Örgün Eitim 2015/'16 National Education Statistics, Formal Education 2015/'16
V
1 Eitim Göstergeleri 1 Education Indicators
1.1.a Öretim yl ve eitim seviyesine göre okullama oran
1 1.1.a Schooling ratio by educational year and level of education
1.1.b Öretim yl ve ya gruplarna (doum yllarna) göre NET okullama oran
1 1.1.b NET schooling ratio by educational year and age groups (birth year)
1.2 statistiki Bölge Birimleri Snflamas 3. düzey ve eitim seviyesine göre okullama oran (2015-2016 öretim yl)
2 1.2 Schooling ratio by Statistical Regions Levels 3 and level of education (the educational year 2015-2016)
1.3 statistiki Bölge Birimleri Snflamas 3. düzey ya gruplarna göre net okullama oran
6 1.3 NET schooling ratio based on age groups (birth year) by Statistical Regions Level 3
1.4 Öretim yl ve eitim (5 yllk zorunlu eitim) seviyesine göre cinsiyet oran
8 1.4 Sex ratio by educational year and level of education (5-year compulsory education)
1.5 Öretim yl ve eitim seviyesine göre cinsiyet oran
8 1.5 Sex ratio by educational year and level of education
1.6 2015-2016 öretim yl ilköretim (ilkokul+ortaokul) ve ortaöretim il baz cinsiyet oran
9 1.6 The sex ratio of primary education (primary school+lower secondary school) and upper secondary education by provinces in 2015-2016 educational year
1.7 Okul türü ve öretim ylna göre okul / birim, öretmen, örenci ve mezun olan örenci says
11 1.7 Number of schools / units, teachers, students and graduates by type of school and educational year
1.8 Okul türü ve öretim ylna göre okul, öretmen, ube, örenci ve mezun olan örenci says
12 1.8 Number of schools, teachers, divisions, students and graduates by type of school and educational year
1.9 2015 ylnda ÖSYS okul türü ve örenim durumuna göre bavuran ve yükseköretim programlarna yerleen aday saylar (snavsz geçi dahil)
16 1.9 Number of applicants and appointed to tertiary education programmes in 2015 by school type and educational status (transition without examination is included)
1.10 statistiki Bölge Birimleri Snflamas 1. düzey ve eitim seviyesine göre okul, ube, öretmen ve derslik bana düen örenci says
18 1.10 Number of students per school, division, teacher and classroom by level of education according to Statistical Regions Levels 1
1.11 statistiki Bölge Birimleri Snflamas 2. düzey ve eitim seviyesine göre okul, ube öretmen ve derslik bana düen örenci says
19 1.11 Number of students per school, division, teacher and classroom by level of education according to Statistical Regions Levels 2
1.12 statistiki Bölge Birimleri Snflamas 3. düzey ve eitim seviyesine göre okul, ube, öretmen ve derslik bana düen örenci says
20 1.12 Number of students per school, division, teacher and classroom by level of education according to Statistical Regions Level 3
1.13 statistikî Bölge Birimleri Snflamas 3. düzey, yerleim yeri ve eitim seviyesine göre mezun olan örenci says
23 1.13 Number of graduates by settlement place and level of education according to Statistical Regions Level 3
1.14 statistiki Bölge Birimleri Snflamas 3. düzey, yerleim yeri ve eitim seviyesine göre yeni kayt örenci says
28 1.14 Number of new entrants by settlement place and level of education according to Statistical Regions Level 3
1.15 Özel Eitim Kurumlarnda okul, örenci, öretmen ve derslik says
34 1.15 Number of schools, students, teachers and classrooms in Special Education Institutions
VI
çindekiler Sayfa Contents Page 1.16.a Özel Öretim Kurumlarnda okul, örenci,
öretmen ve derslik says 35 1.16.a Number of schools, students, teachers
and classrooms in Private Education Institutions
1.16.b Yllara göre özel öretimin okul ve örenci saylarnn toplam içindeki pay
35 1.16.b The percentage of Private Education Institutions schools and students in total by years
1.17 statistiki Bölge Birimleri Snflamas 1., 2. ve 3. düzey ve eitim seviyesine göre okul, ube, örenci, öretmen ve derslik says
36 1.17 Number of schools, divisions, students, teachers and classrooms by Statistical Regions Levels 1, 2, and 3 and level of education
1.18 Eitim kurumlarnn kademelere göre okul, örenci, öretmen ve derslik says
48 1.18 Number of schools, students, teachers and classrooms in education institutions by level of education
2 Örgün Eitim, 2015-2016 2 Formal Education, 2015-2016
Okulöncesi Eitim
Pre-Primary Education
2.1 Okulöncesi eitim kurumlarnn okul türlerine göre okul, örenci, öretmen ve derslik says
49 2.1 Number of schools, students, teachers and classrooms by types of school in pre- primary education institutions
2.2 statistiki Bölge Birimleri Snflamas 3. düzey resmi - özel ayrmnda, yerleim yerine göre okul öncesi eitim kurumlarnda okul, örenci, öretmen ve derslik says
50 2.2 Number of schools, students, teachers and classrooms in public and private pre- primary education institutions by settlement place according to Statistical Regions Level 3
2.3 statistiki Bölge Birimleri Snflamas 3. düzey, yerleim yerine göre okul öncesi eitim kurumlarnda okul, ube, örenci ve öretmen says
60 2.3 Number of schools, divisions, students and teachers in pre-primary education institutions by settlement place according to Statistical Regions Level 3
lkokul, Ortaokul
Primary School, Lower Secondary School
2.4.a lkokullarda okul türlerine göre okul, örenci, öretmen ve derslik says
64 2.4.a Number of schools, students, teachers and classrooms in primary schools by types of school
2.4.b Ortaokullarda okul türlerine göre okul, örenci, öretmen ve derslik says
65 2.4.b Number of schools, students, teachers and classrooms in lower secondary schools by types of school
2.5.a statistiki Bölge Birimleri Snflamas 3. düzey resmi - özel ayrmnda, yerleim yerine göre ilkokullarda, okul, örenci, öretmen ve derslik says
66 2.5.a Number of schools, students, teachers and classrooms in public and private primary schools by settlement place according to Statistical Regions Level 3
2.5.b statistiki Bölge Birimleri Snflamas 3. düzey resmi - özel ayrmnda, yerleim yerine göre ortaokullarda, okul, örenci, öretmen ve derslik says
76 2.5.b Number of schools, students, teachers and classrooms in public and private lower secondary schools by settlement place according to Statistical Regions Level 3
2.5.c statistiki Bölge Birimleri Snflamas 3. düzey, Din Öretimi Genel Müdürlüü’ne bal ortaokullarda okul, örenci, öretmen ve derslik says
86 2.5.c The number of schools, students, teachers and classrooms in lower secondary schools dependent on General Directorate of Religious according to Statistical Regions Level 3
2.6.a statistiki Bölge Birimleri Snflamas 3. düzey, yerleim yeri, snflara göre ilkokullarda, okul, ube ve örenci says
90 2.6.a Number of schools, divisions and students in primary schools by grade and settlement place according to Statistical Regions Levels 3
VII
çindekiler Sayfa Contents Page 2.6.b statistiki Bölge Birimleri Snflamas 3.
düzey, yerleim yeri, snflara göre ortaokullarda, okul, ube ve örenci says
98 2.6.b Number of schools, divisions and students in lower secondary schools by grade and settlement place according to Statistical Regions Levels 3
2.7.a statistiki Bölge Birimleri Snflamas 3. düzey, yerleim yeri ve doum yllarna göre ilkokullarda örenci says
106 2.7.a Number of students in primary schools by year of birth and settlement place according to Statistical Regions Levels 3
2.7.b statistiki Bölge Birimleri Snflamas 3. düzey, yerleim yeri ve doum yllarna göre ortaokullarda örenci says
110 2.7.b Number of students in lower secondary schools by year of birth and settlement place according to Statistical Regions Levels 3
2.8.a statistiki Bölge Birimleri Snflamas 3. düzeye göre tamal uygulamas yaplan ilkokul, ortaokul, okul ve örenci saylar
118 2.8.a Number of transporting and transported primary schools, lower secondary schools and students by Statistical Regions Levels 3
2.8.b statistiki Bölge Birimleri Snflamas 3. düzeye göre örenci tama uygulamas kapsamnda tanan özel eitim örenci / kursiyer örenci saylar
120 2.8.b The number of special education students trainees transported within the framework of student transportation implementation according to Statistical Regions 3. Level
Ortaöretim
2.9 Ortaöretim kurumlarnn genel müdürlüklere göre okul, örenci, öretmen ve derslik says
122 2.9 Number of schools, students, teachers and classrooms in secondary education institutions by general directorate
2.10 Ortaöretim kurumlarnda okul türlerine göre okul, örenci, öretmen ve derslik says
123 2.10 Number of schools, students, teachers and classrooms in secondary education institutions by school type
2.11 statistiki Bölge Birimleri Snflamas 3. düzey, ortaöretimde resmi ve özel ayrmnda yerleim yeri, okul, örenci, öretmen ve derslik says
126 2.11 Number of schools, students, teachers and classrooms in public and private secondary education institutions by settlement place according to Statistical Regions Level 3
2.12 statistiki Bölge Birimleri Snflamas 3. düzey, yerleim yeri ve snflara göre ortaöretimde okul, ube ve örenci says
150 2.12 Number of schools, divisions and students in secondary education by grade and settlement place according to Statistical Regions Levels 3
2.13 statistiki Bölge Birimleri Snflamas 3. düzey yerleim yeri ve doum yllarna göre ortaöretimde örenci says
174 2.13 Number of students in secondary education by year of birth and setlement place according to Statistical Regions Levels 3
2.14 statistiki Bölge Birimleri Snflamas 3. düzey, Din Öretimi Genel Müdürlüü’ne bal liselerde okul, örenci, öretmen ve derslik says
208 2.14 The number of schools, students, teachers and classrooms in upper secondary schools dependent on General Directorate of Religious Education according to Statistical Regions Level 3
2.15 statistiki Bölge Birimleri Snflamas 3. düzeye göre tamal ortaöretim yaplan örenci saylar
210 2.15 Number of students transporting secondary school by Statistical Regions Level 3
2.16.a Öretim ylna göre mesleki ve teknik ortaöretim mezunlarnn toplam ortaöretim mezunlar içindeki oran
212 2.16.a The ratio of graduates from vocational and technical secondary education to total graduates from secondary education according to education years
VIII
çindekiler Sayfa Contents Page 2.16.b Yllara göre Genel, Mesleki Teknik ve Din
Öretimi okul ve örenci saylarnn toplam içindeki oranlar
212 2.16.b The percentage of General, Vocational and Technical, Religious Education schools and students in total by years
2.17 Yaygn eitim kurumlarnn türlerine göre kurum, kursiyer, öretmen ve derslik says
213 2.17 Number of institutions, participants, teachers and classrooms by kind of non- formal education institutions
3 Burslu Örenciler ve Örenci Pansiyonlar
3 Scholarship Students and Student Boarding Houses
3.1 Öretim dairelerine göre burslu örenci says, 2009-2015
214 3.1 Number of scholarship students by General Directorate/Department, 2009- 2015
3.2 lköretim ve ortaöretim kurumlarnda burslu örenci says
214 3.2 Number of scholarship students in primary and secondary education institutions
3.3 Öretim dairelerine göre pansiyon says, pansiyon kapasitesi ve pansiyonlarda kalan örenci says
215 3.3 Number of student boarding houses, their capacities and students in boarding houses by General Directorutel Department
3.4 statistiki Bölge Birimleri Snflamas 3. düzeye göre resmi pansiyonlu okullarda kalan örenci says ve pansiyon kapasitesi
215 3.4 Number of public dormitories, their capacities and students in public dormitories by Statistical Regions Levels 3
3.5 statistiki Bölge Birimleri Snflamas 3. düzeye göre özel örenci yurtlarnda kalan örenci says ve yurt kapasitesi
216 3.5 Number of private dormitories, their capacities and students in private dormitories by Statistical Regions Levels 3
3.6 Ortaöretim ve yükseköretim özel örenci yurtlar ile örenci says
217 3.6 Number of private dormitories and students in dormitories for secondary and tertiary education
3.7 Özel örenci yurtlarnn says, yatak kapasitesi ve yurtta kalan örenci says
217 3.7 Number of private dormitories, their bed capacity and students in dormitories
3.8 Yerleim yerine göre özel örenci yurtlarnn says
218 3.8 Number of private dormitories by settlement place
3.9 lköretim ve ortaöretim örencilerinin yurtiçi burs ücreti ( 2002-2015)
218 3.9 Domestic study grants of students in primary and secondary education (2002- 2015)
4 Yüksek Örenim Kredi ve Yurtlar Kurumu Hizmetleri
4 Services Provided by Higher Education Loans and Dormitories Institution
4.1 Yüksek Örenim Kredi ve Yurtlar Kurumundan burs, örenim ve katk kredisi alan örenci says ve kredi miktar
219 4.1 Number of students receiving study grant, loan and contribution from Higher Education Loans and Dormitories Institution and the amount of loan
4.2 Yüksek Örenim Kredi ve Yurtlar Kurumuna bal yurtlar ve kapasiteleri
220 4.2 Number of dormitories dependent on Higher Education Loans and Dormitories Institution and their capacities
4.3 l ve ilçelere göre Yüksek Örenim Kredi ve Yurtlar Kurumuna bal yurtlarda yurt kapasitesi
221 4.3 Capacities of dormitories affiliated to the Higher Education Loans and Dormitories Institution by province and district
IX
5 Education Abroad
5.1 Türk Cumhuriyetleri ile Türk ve Akraba Topluluklarnda açlan öretim kurumlar ile Türkiye Türkçesi Eitim Öretim Merkezlerinde örenci, idareci ve öretmenler
230 5.1 Number of students, managers and teachers in Turkish Education Centers and education institutions opened in Turkish Republics and communities of Turks and relatives
5.2 Ülkemizde hükümet burslusu olarak eitim gören yabanc uyruklu örencilerin ülkelerine ve örenim düzeylerine göre says
231 5.2 Number of foreign students by government according to their countries and levels of education
5.3 Ülkeler, örenim düzeyleri ve örenim dallarna göre yurt dnda örenim gören burslu örenciler
235 5.3 Scholarship students studying abroad by country, level of education and programme
6 Öretmen Evleri ve Akam Sanat Okullar
6 Teachers Houses and Evening Art Schools
6.1 statistiki Bölge Birimleri Snflamas 3. düzeye göre öretmen evleri ve akam sanat okullar ile öretmen lokali says
237 6.1 Number of Teacher's guest houses and clubs, and evening arts schools by Statistical Regions Levels 3
7 Bütçe
7 Budget
7.2 2016 Yl Millî Eitim Bakanl bütçesinin ekonomik snflandrmaya göre dalm ve 2015 yl bütçe ödeneine oran
239 7.2 Allocation of the budget of Ministry of National Education for year 2016 by economic classification and it's ratio to net budget appropriation of year 2015
7.3 2016 Yl Millî Eitim Bakanl bütçesinin fonksiyonel snflandrlmaya göre dalm
239 7.3 Allocation of the Budget of Ministry of National Education for 2016 fiscal year by Functional Classification
7.4 Milli Eitim Bakanl bütçe büyüklükleri 239 7.4 Budget of Ministry of National Education
7.5 Gayri Safi Yurt çi Hasla ile Konsolide/Merkezi Yönetim Bütçesinin Milli Eitim Bakanl bütçesine oranlar
240 7.5 Ratio of MoNE's Budget in Gross Domestic Product and Consolidated /Central Government Budget
7.6 2016 yl Yüksek Öretim Kurulu, üniversiteler ve yüksek teknoloji enstitüleri bütçelerinin 2015 yl bütçesine oran
241 7.6 Ratio of 2016 budgets of Higher Education Council, universities and high technology institutes to 2015 budget
7.7 MEB ile YÖK+Üniversiteler bütçesinin Gayri Safi Yurt çi Hasla ile Konsolide /Merkezi Yönetim bütçe içindeki paylar
241 7.7 Proportions of Budgets of MoNE and HEC +Universities in Gross Domestic Product and Consolidated/ Central Government Budget
7.8 YÖK, üniversite ve ileri teknoloji enstitülerinin ekonomik snflandrmaya göre 2016 yl bütçesi
242 7.8 2016 budget of HEC, universities and high technology institutes by economic classification
X
8 Investment
245 8.1 Proportion of MoNE's Investments in Consolidated Budget Investments
8.2 MEB yatrm bütçesinin Gayri Safi Yurtiçi Hâsla ve konsolide bütçeye oranlar
245 8.2 Ratio of investment budget of MoNE in Gross Domestic Product and Consolidated budget
8.3 Milli Eitim Bakanl bütçesinden yatrmlara ayrlan pay
246 8.3 Proportion of investments in the budget of MoNE
8.4 2003-2015 yllar arasnda yaplan derslik says
246 8.4 Number of classrooms built between 2003-2015
8.5 Halkn ve l Özel darelerinin eitime katklar
247 8.5 Provincial Private Administrations' and Individuals' Support to Education
8.6 2016 ylnda tahsisi öngörülen yatrm ödenekleri
248 8.6 Investment appropriations foreseen to be allocated in 2016
XI
Bilgi yoktur - Denotes magnitude nil
01/10/2015 ile 31/09/2016 arasndaki
01/10/2015 to 31/ 09/ 2016
Türk Liras TL Turkish Liras
Ölçme, Seçme ve Yerletirme Merkezi ÖSYM Assesment, Selection and Placement
Centre Örenci Seçme ve Yerletirme Sistemi ÖSYS Student Selection and Placement System
Yüksek Örenim Kredi ve Yurtlar Kurumu YURTKUR Higher Education Loans and Dormitories
Institution
Adrese Dayal Nüfus Kayt Sistemi ADNKS ABPRS Adress-Based Population Register
System
Education
statistikî Bölge Birimleri Snflamas BBS SR Statistical Regions
Milli Eitim Bakanl MEB MoNE Ministry of National Education
Yüksek Öretim Kurulu YÖK HEC Higher Education Council
Türkiye statistik Kurumu TÜK TurkStat Turkish Statistical Institute
Akam Sanat Okulu ASO EAS Evening Art School
XII
Türk Millî Eitim Sisteminin Yaps
1739 sayl Millî Eitim Temel Kanunu ile belirlenmi olan Millî Eitim Sistemi, "Örgün Eitim" ve "Yaygn Eitim" olmak üzere iki ana bölümden olumaktadr. 1.1 Örgün Eitim
Örgün eitim; belirli ya grubundaki ve ayn seviyedeki bireylere, amaca göre hazrlanm programlarla, okul çats altnda düzenli olarak yaplan eitimdir.
Örgün eitim; okul öncesi, ilkokul, ortaokul,
ortaöretim ve yükseköretim kurumlarn kapsar.
Overall Structure Of Turkish National Education System
The National Education System, determined by National Education Basic Act No. 1739, consists of two main parts, namely “formal education” and “non-formal education”. 1.1 Formal Education
Formal education is the regular education conducted within a school for individuals in a certain age group and at the same level, under programs developed in accordance with the purpose.
Formal education includes pre-primary, primary school,
lower secondary school, upper secondary and higher education institutions.
Okulöncesi Eitim: Okul öncesi eitim; istee bal olarak zorunlu ilköretim çana gelmemi, 3 ya (36 ayn dolduran, 2011 ylnn 1. ve 9. aylar arasnda doan çocuklar), 4 ya ve 5 ya (66 aydan küçük olan 2009 ylnn 4. ve 12. aylar arasnda doan çocuklar) grubundaki çocuklarn eitimini kapsar. Okul öncesi eitim kurumlar bamsz ana okullar olarak kurulabildikleri gibi, gerekli görülen yerlerde ilköretim okullarna bal ana snflar halinde veya ilgili dier öretim kurumlarna bal uygulama snflar olarak da açlmaktadr.
Okul öncesi eitimin amac; çocuklarn bedensel, zihinsel, duygusal geliimini ve iyi alkanlklar kazanmasn, onlarn ilköretime hazrlanmasn, koullar elverisiz çevrelerden gelen çocuklar için ortak bir yetime ortam salanmasn, Türkçenin doru ve güzel konuulmasn salamaktr.
Okul öncesi eitim kurumlar, bamsz ana okullar
olarak, örgün ve yaygn eitim kurumlar bünyesinde uygun fiziksel kapasiteye göre ana snflar ve uygulamal snflar olarak açlmaktadr.
Pre-Primary Education: Pre-primary education; involves the education of children in the age group of 3 (children who have completed 36 months, who were born between first and 9th months of 2011) age group 4 and age group 5 (children who are younger 66 months, who were born between 4th and 12th months of 2009) who have not reached the age of compulsory primary education. Pre- primary education institutions may be established as independent kindergartens or, where considered necessary, as nursery classes within a primary education school or as practice classes affiliated to other related education institutions.
The objective of pre-primary education is to ensure that children develop physically, mentally and emotionally and acquire good habits, that they are prepared for primary education, that a common environment of upbringing is provided for children who come from a disadvantaged background and that they speak Turkish properly and correctly.
Pre-Primary education institutions are opened as
independent kindergartens and as nursery classes and practical classes within formal and non-formal education institutions with suitable physical capacity.
Yaz Okulu: Okul öncesi eitimi yaygnlatrmak ve gelitirmek, çalan anne-babann taleplerini karlamak amacyla Okul öncesi Eitim Program dorultusunda çocuklar için önem ve öncelik arz eden konular kapsayan, okul öncesi eitimden yararlanamayan 60-66 aylk çocuklara öncelik tannarak yaz aylarnda uygulanan eitimdir.
Summer Preschool: The aim of summer school programme is to spread and develop pre-primary education and to meet the needs of families that are on work about their child care and education. Summer school programme is an education that covers the subjects which have importance and priority in pre-primary programmes and implemented in summer especially for children aged 60-66 months who can not continue pre-primary education.
Gezici Snf: Okul öncesi eitimi yaygnlatrmak ve gelitirmek amacyla, maddi imkanlar yetersiz ailelerin okul öncesi eitim kurumlarna devam edemeyen 36-66 aylk çocuklar için kuruma dayal okul öncesi eitimi uygulamasdr.
Gezici snf projesi, Temel Eitim Genel Müdürlüü, il millî eitim müdürlükleri, belediyeler ve üniversiteler arasnda imzalanan protokolle sürdürülmektedir.
Mobile Classroom: Aiming at developing pre-primary education, mobile classroom is an implementation to institution based pre-primary education for children of low- income families aged 36-66 months who cannot attend pre- primary education institutions.
Mobile classroom project is carried out by General Directorate of Basic Education for provincial education directorates, municipalities and universities.
Milli Eitim statistikleri, Örgün Eitim 2015/'16 National Education Statistics, Formal Education 2015/'16
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Açklama Explanation
lköretim Kurumlar: Mecburi ilköretim ça 5 ya (66 ayn dolduran, 2010 ylnn 1. ve 3. aylar arasnda doan çocuklar) -13 ya grubundaki çocuklar kapsar. (Kaytlarn yapld yln eylül ay sonu itibariyle 66 ayn dolduran çocuklar ile 13 yan bitirip öretim yl sonunda 14 yana giren çocuklar kapsar.)
lköretimin amac; her Türk çocuunun iyi birer vatanda olabilmesi için, gerekli temel bilgi, beceri, davran ve alkanlk kazanmasn, millî ahlak anlayna uygun olarak yetimesini, ilgi, istidat ve kabiliyetleri yönünden hayata ve bir üst örenime hazrlanmasn salamaktr.
lköretim kurumlar; dört yl süreli ve zorunlu
ilkokullar ile dört yl süreli zorunlu ve farkl programlar arasnda tercihe imkan veren ortaokullar ile imam hatip ortaokullarndan oluur.
Ortaokullar ile imam-hatip ortaokullarnda lise
eitimini destekleyecek ekilde örencilerin yetenek, geliim ve tercihlerine göre seçimlik dersler oluturulur.
Primary Education Institutions: The compulsory primary school age covers the age group of 5 (children who have completed 66 months, who were born between first and third months of 2010) to 13. (The coverage of this age group starts with children who are 66 months old by the end of September of the year of registration and ends at the end of the educational year when the child completes 13 and begins the age of 14.)
The objective of primary education is to ensure that every Turkish child acquires the necessary knowledge, skills, behavior and habits to become a good citizen and is raised in accordance with the concept of national morals and that he/she is prepared for life and for the next level of education in accordance with his/her interests, talents and capabilities.
Primary education institutions are consist of the four-
year and compulsory lower secondary schools four year and compulsory lower secondary schools which give opportunity to allow between different programmes, and lower secondary schools for imams and preachers.
The preferable lessons in type of supporting students’
upper secondary education are consist of by students’ ability, improvement and prefers in lower secondary schools and lower secondary schools for imams and preachers.
Açk Öretim Ortaokulu: lkokulu bitiren ancak herhangi bir nedenle ortaokula devam edememi 14 ya ve üzeri vatandalara yönelik olarak uzaktan öretim yöntemi ile ortaokulu tamamlama olana salayan kurumdur. Sistem gerei ube ve öretmen bulunmamaktadr.
Open Lower Secondary School: It is the institution that provide the opportunity of completing lower secondary education to citizens at least 14 years old who completed primary education but couldn’t attend to lower secondary education because of any reason, by distance educational method. There are not any divisions and teachers in accordance with system.
Ortaöretim: Ortaöretim; ilköretime dayal, en az dört yllk zorunlu, örgün veya yaygn örenim veren genel, mesleki ve teknik öretim kurumlarnn tümünü kapsar.
Ortaöretimin amaç ve görevleri; Milli Eitimin genel amaçlarna ve temel ilkelerine uygun olarak,
1. Bütün örencilere ortaöretim seviyesinde asgari ortak bir genel kültür vermek suretiyle onlara kii ve toplum sorunlarn tanmak, çözüm yollar aramak ve yurdun iktisadi sosyal ve kültürel kalknmasna katkda bulunmak bilincini ve gücünü kazandrmak, 2. Örencileri, çeitli program ve okullarla ilgi, istidat ve kabiliyetleri ölçüsünde ve dorultusunda yüksek öretime veya hayata ve i alanlarna hazrlamaktr. Bu görevler yerine getirilirken örencilerin istekleri ve kabiliyetleri ile toplum ihtiyaçlar arasnda denge salanr. Genel Ortaöretim: lköretime dayal en az dört yllk zorunlu eitimle örencilere genel kültür kazandrmann yan sra, ilgi, istek ve yetenekleri dorultusunda yükseköretime, hem yükseköretime veya gelecee hazrlayan eitim öretim sürecidir.
Upper Secondary Education: Upper secondary education includes all the teaching institutions, general vocational and technical education institutions with at least four year compulsory formal or non-formal education, based on primary and lower secondary education.
The aims and duties of secondary education, in accordance with the general purposes and basic principles of National Education, are as follows;
1. Enabling all students to have the awareness and power to get to know the problems provided that giving culture on minimum common general level look for ways of solution and aqquire the conscious of contributing to country’s economical, social and cultural development and power. 2. Preparing students for higher education or for life and job fields in accordance with their interests, aptitude and abilities with various programs and schools. While these missions are accomplished, a balance is set between students’ expectations and abilities and the needs of the society. General Secondary Education: It is a four-year compulsory educational process that prepares students both for higher education and for the future according to their interests, expectations and abilities in addition to equipping them with world knowledge with an education based on primary education.
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Mesleki ve Teknik Ortaöretim: lköretime dayal en az dört yllk zorunlu eitimle örencilere genel kültür kazandrmann yan sra, ilgi, istek ve yetenekleri dorultusunda yükseköretime, hem yükseköretime hem meslee veya gelecee ve i alanlarna hazrlayan eitim öretim sürecidir.
Vocational and Technical Secondary Education: It is a four-year compulsory educational process that prepares students both for higher education and for the future as well as for an occupation and job fields according to their interests, expectations and abilities in addition to equipping them with world knowledge with an education based on primary education.
Açk Öretim Lisesi: Yüz yüze eitim yapan örgün eitim kurumlarna devam edemeyen, örgün eitim çan geçiren ve liseye devam ederken açk öretim lisesine geçmek isteyen örencilere hizmet vermektedir. Açk öretim lisesinde ders geçme ve kredi sistemi ile öretim verilmektedir. Sistem gerei ube, öretmen bulunmamaktadr.
Open Upper Secondary High School: It offers education to students who are not able to attend formal educational institutions providing face-to-face education, who have completed the formal education stage in terms of age, and who want to follow an open upper secondary high school while attending upper secondary high school. Education is provided with a pass or fail and a credit system. There are not any classes and teachers as the system does not require them.
Yükseköretim: Yükseköretim; ortaöretime dayal, en az iki yllk yüksek örenim veren eitim kurumlarnn tümünü kapsar.
Yükseköretimin amaç ve görevleri, milli eitimin genel amaçlarna ve temel ilkelerine uygun olarak, 1. Örencileri ilgi, istidat ve kabiliyetleri ölçüsünde ve dorultusunda yurdumuzun bilim politikasna ve toplumun yüksek seviyede ve çeitli kademelerdeki insan gücü ihtiyaçlarna göre yetitirmek; 2. Çeitli kademelerde bilimsel öretim yapmak; 3. Yurdumuzu ilgilendirenler bata olmak üzere, bütün bilimsel, teknik ve kültürel sorunlar çözmek için bilimleri geniletip derinletirecek inceleme ve aratrmalarda bulunmak; 4. Yurdumuzun türlü yönde ilerleme ve gelimesini ilgilendiren bütün sorunlar, Hükümet ve kurumlarla da elbirlii etmek suretiyle öretim ve aratrma konusu yaparak sonuçlarn toplumun yararlanmasna sunmak ve Hükümetçe istenecek inceleme ve aratrmalar sonuçlandrarak düüncelerini bildirmek; 5. Aratrma ve incelemelerinin sonuçlarn gösteren, bilim ve tekniin ilerlemesini salayan her türlü yaynlar yapmak; 6. Türk toplumunun genel seviyesini yükseltici ve kamuoyunu aydnlatc bilimsel verileri sözle, yaz ile halka yaymak ve yaygn eitim hizmetlerinde bulunmaktr. Yükseköretim kurumlar; * Üniversiteler * Fakülteler * Enstitüler * Yüksekokullar * Konservatuarlar * Meslek yüksek okullar * Uygulama ve aratrma merkezleridir.
Higher Education: Higher education includes all the educational institutions which are based on secondary education, and which provide at least two years of higher education.
The aims and duties of secondary education, in accordance with the general purposes and basic principles of National Education, are as follows; 1. Train students according to our country’s science policies and the need for labor in higher and various levels of the society in accordance with their interests, aptitude and abilities, 2. Providing scientific training at various levels, 3. Doing research exploring sciences in further detail in order to finding solutions to scientific, technical and cultural problems especially to ones related to our country, 4. Providing the society with the results on research focusing on our country’s problems regarding its progress and development with the coordination of the government and institutions and giving opinion on the research the government asks for,
5. Publishing everything that shows the results of research and that enables science and technology to develop, 6. Providing educational services such as spreading scientific data that can improve the level of Turkish society and that can enlighten the public in written or oral form. Higher education institutions are;
• Universities,
• Faculties,
• Institutes,
• Colleges
• Conservatories
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1.2 Non-Formal Education
In accordance with the general objectives and basic principles of national education, the objectives of non- formal education, which covers citizens who have never entered the formal education system or are at any level of it or have left at that level, and which may accompany formal education or be independent of it are; *To teach citizens to read and write and to provide them with the possibility of continuous education so that they may complete their deficient education, *To provide them with the opportunity of education that shall help them in adjusting to scientific, technological, economic, social and cultural developments, *To provide an education that serves to protect, develop, promote and assimilate the values of our national culture, *To ensure that an understanding and habits for living together, solidarity, mutual assistance, working together and getting organized are acquired and assimilated, *To provide opportunities for citizens in non-formal education to gain a profession in accordance with the employment policies and in line with the development of the economy, *To promote a healthy way of life and healthy nutritional habits, *To provide people engaged in various professions with the necessary information and skills for further development, *To establish the habit of spending and using spare time productively.
2. Yöntem Veri Derleme ekli
Örgün eitim istatistiklerinin derlenebilmesi ve yaymlanabilmesi için internet ortamnda çalan ve her eitim seviyesi ile okul baznda bilgi girii yaplabilen Milli Eitim Bakanl Biliim Sistemleri (MEBBS), 2002/’03 eitim-öretim ylnda balatlmtr. Okul müdürlükleri ayn yln öretim yl ba ve bir önceki yln öretim yl sonu bilgilerini okul kaytlarndan almaktadr.
2008-2009 eitim ve öretim ylndan itibaren okul
öncesi ve ilköretim örenci ve bina bilgileri e-okul modülünden, internet ortamndan alnmaktadr.
2009-2010 eitim ve öretim ylndan itibaren
ortaöretim örenci ve bina bilgileri e-okul modülünden, internet ortamndan alnmaktadr.
2. Method Data Collection
In order for formal education statistics to be collected and published, Ministry of National Education launched the project named “MEBBS” in the educational year 2002/’03. School directors send their recorded data covering level of education to the computer centre of Ministry of National Education via internet. Data are taken from the school records at the beginning of the educational year and the end of the previous educational year.
Beginning from the educational year 2008-2009, data
on students and buildings for pre-primary and primary education have been taken via internet from the e-school module.
Beginning from the educational year 2009-2010, data
on students and buildings for secondary education have been taken via internet from the e-school module.
XVI
e-Okul: Millî Eitim Bakanlna bal okul/kurumlarda eitim, öretim ve yönetimle ilgili i ve ilemlerin mevzuatna uygun olarak elektronik ortamda yürütüldüü ve bilgilerin muhafaza edildii sistemdir.
e-School: It is the system in which the work and the operations regarding education and administration in the schools/institutions depend on the Ministry of National Education are carried out and stored in accordance with regulations.
birlii Yaplan Kurumlar
Millî Eitim Bakanl, Türkiye statistik Kurumu (TÜK) ile ortak çallarak, veri taleplerindeki deiiklikler her yl güncellenmektedir.
Institutions in Collaboration
In order to collect data, and to publish formal education statistics, Ministry of National Education, Turkish Statistical Institute (TurkStat) will be in cooperation according to demands for every educational year.
3. Tanm ve Kavramlar Cinsiyet Oran: Belirli bir öretim ylnda ilgili öretim türünün kz çocuk brüt okullama orannn, ayn öretim ylnda ilgili öretim türünün erkek çocuk brüt okullama oranna olan göreli büyüklüünü göstermektedir. ki farkl göstergenin (brüt okullama oranlarnn) birbirine oranlanmasyla yaplan hesaplamann 100 ile çarplmasdr. lkokul ve ortaokul okullama oranlarndaki düüün nedeni: 2013-14 eitim öretim yl ve daha önceki yllarda örenci saylar alnrken sisteme kaytl aktif- pasif (Yurt dna çkan, vefat eden, açk öretime geçi yapan) tüm örenciler dahil edilmekte idi. 2014-15 eitim öretim ylndan itibaren aktif-pasif örencilerin ayrtrlmasna gidilmi olup; sistem üzerindeki pasif duruma düen örenciler (yurt dna çkan, vefat eden, açk öretime geçi yapan örenciler) okullama oranlarnn hesabnda kullanlan örenci saylarna dahil edilmemitir. 2014-15 eitim öretim ylnda pasif duruma düenler örenci saylarna dahil edilmediinden okullama oranlarnda ksmen düü olmutur. Böylece hem ça d nüfusa kayd için açk öretime yönlendirilen örencilerin mükerrer saym engellenmi olmaktadr hem de gerçek (ölen veya yurtdna çkanlardan arndrlm) örenci says esas alnm olmaktadr. lkokullardaki okullama orannn düü nedenlerinden bir dieri ise yönetmelik kapsamnda ilkokul örenim çandaki çocuklarn okulöncesi eitime geçi esnekliinin salanmasdr.
3. Definitions and Concepts Student Sex Ratio: It indicates the relative greatness of female gross schooling ratio as compared to male gross schooling ratio in a specific educational year and level of education. It is obtained by dividing the female gross schooling ratio by the male gross schooling ratio multiplied 100. The reason for the decrease in schooling ratio in primary and lower secondary education: In the educational year 2013-14 and before, all active as well as passive students (students who moved abroad, died or were oriented to open education) were included in the number of students. As of the educational year 2014-2015, students who have become passive in the system (i.e., students who moved abroad, died or were oriented to open education) were not included in the student figures used for the calculation of schooling ratios. Due to this exclusion of passive students from the number of students in the educational year 2014-2015, there has been a relative decrease in schooling ratios. This change in methodology has ensured the prevention of double counting of students that have fallen out of the scope of the related school age population and were oriented to open education; and facilitated the presentation of more accurate student data (excluding those students who died or moved abroad). Another reason for the decrease in primary education schooling ratio is the change in regulation that enables the flexible enrolment of students in the primary school age to pre-primary education.
Brüt Okullama Oran: lgili örenim türündeki tüm örencilerin, ait olduu örenim türündeki teorik ya grubunda bulunan toplam nüfusa bölünmesi ile elde edilir. A: Toplam örenci says B: Teorik ya grubundaki toplam nüfus A Brüt okullama oran = ----- x 100 B
Gross Schooling Ratio: It is obtained by dividing the total number of students in a specific level of education by the population in the theoretical age group. A: Total number of students B: Total population in the theoretical age group A Gross schooling ratio = ----- x 100 B
Net Okullama Oran: lgili örenim türündeki teorik ya grubunda bulunan örencilerin, ait olduu örenim türündeki teorik ya grubunda bulunan toplam nüfusa bölünmesi ile elde edilir. A: Teorik ya grubundaki örenci says B: Teorik ya grubundaki toplam nüfus A Net okullama oran = ----- x 100 B
Net Schooling Ratio: It is obtained by dividing the number of students of a theoretical age group enrolled in a specific level of education by the population in that age group. A: Number of students in the theoretical age group B: Total population in the theoretical age group A Net schooling ratio = ----- x 100 B
XVII
Açklama Explanation
Örencilerin bitirdii ya temel alnarak; okul öncesi teorik ya 3-5, ilkokulda teorik ya 6-9, ortaokulda teorik ya 10-13, ortaöretimde teorik ya 14-17, yükseköretimde teorik ya 18-22 olarak kabul edilmitir.
The theoretical age groups on pre-primary school as 3- 5, on primary school as 6-9, on secondary school as 10-13, on high school 14-17 and on higher education 18-22 on the basis of the completed age of students.
Ya gruplarna (Doum yllar) göre NET okullama oranlar hesaplanrken; örencinin ait olduu eitim kademesine (örenim türüne) baklmakszn, ilgili ya grubunda bulunan toplam örencilerin, ilgili ya grubunda bulunan toplam nüfusa bölünmesi ile elde edilmitir.
The calculation of NET schooling percentage according to age groups (birth year) is obtained by dividing the total numbers of students in the relevant age group without considering the education level (type) of the students to the total population of the students in the relevant age group.
Derslik Bana Düen Örenci Says: stenilen eitim kademesine ve statistikî Bölge Birimleri Snflamas seviyesine göre, toplam örenci saysnn toplam derslik saysna bölünmesi ile elde edilen ve bir derslikteki ortalama örenci saysn gösteren göstergedir.
Number of Students per Classroom: It is the indicator which is obtained by dividing the total number of students by the total number of classrooms according to the level of education and the level in the classification of regional units for statistics and which shows the average number of students in a classroom.
Öretmen Bana Düen Örenci Says: stenilen eitim kademesine ve statistikî Bölge Birimleri Snflamas seviyesine göre, toplam örenci saysnn toplam öretmen saysna bölünmesi ile elde edilen ve bir öretmenin eitim verdii ortalama örenci saysn gösteren göstergedir.
Number of Students per Teacher: It is the indicator which is obtained by dividing the total number of students by the total number of teachers according to the level of education and the level in the classification of regional units for statistics and which shows the average number of students a teacher teaches.
Okul Bana Düen Örenci Says: stenilen eitim kademesine ve statistikî Bölge Birimleri Snflamas seviyesine göre, toplam örenci saysnn toplam okul saysna bölünmesi ile elde edilen ve bir okuldaki ortalama örenci saysn gösteren göstergedir.
Number of Students per School: It is the indicator which is obtained by dividing the total number of students by the total number of schools according to the level of education and the level in the classification of regional units for statistics and which shows the average number of students in a school.
Gayri Safi Yurtiçi Hasla: Bir ekonomide yerleik olan üretici birimlerin belli bir dönemde yurtiçi faaliyetleri sonucu yaratm olduklar tüm mal ve hizmetlerin üretim deerleri toplamndan bu mal ve hizmetlerin üretimde kullanlan girdiler toplamnn düülmesi sonucu, Gayri Safi Yurtiçi Hasla deerine, d alm net faktör gelirleri deerinin eklenmesiyle Gayri Safi Milli Hasla deerine ulalr.
Gross Domestic Product: Gross Domestic Product is a value which is equal to the sum of the values of all goods and services produced by residental institutional units engaged in domestic production activities in an economy in a given period of time, minus the total inputs which are used in the production of these goods and services. Gross National Product is Gross Domestic Product plus net factor incomes from the rest of the world.
Konsolide Bütçe: Konsolide bütçe, genel bütçe ve katma bütçelerin toplamna eittir; ancak katma bütçeler, genel bütçeden katma bütçelere hazine yardmlarn da içerdiinden, bu toplamdan hazine yardmlar düülür.
Consolidated Budget: The consolidated budget equals the sum of the general budget and annexed budgets; however, since the annexed budgets cover the Treasury aid to annexed budgets from the general budget, the amount of Treasury aid is subtracted from the total.
Okul/ Kurum: Milli Eitim Bakanlna bal veya ilgili olarak eitim öretim faaliyetlerinin sürdürüldüü fiziki ve sanal mekânlardr. ube: Okulun ayn düzeydeki snflarndan her hangi birisidir. Snf:Örencilerin yllk örenimine göre ayrldklar bölümlerden her biri. Derslik: Örencilerin, bir öretmenin gözetimi altnda, anlatma, aratrma, küme çalmas vb. yollarla ve türlü eitim araç ve gereçlerinden de yararlanarak ders yaptklar yer, snf, dershane. Ders Yl: Derslerin balad tarihten, derslerin kesildii tarihe kadar geçen süredir.
School/Institution: They are the physical and virtual places where educational activities depending on or related to the Ministry of National Education are carried out. Division: It is one of the any grades of the same level in the school. Grade: It is the part students are divided into according to their years of education. Classroom: It is the place where students learn by making use of techniques such as lecture, research, group work etc. and various educational equipment under the supervision of a teacher. Academic Year: It is the period of time between the beginning and the end of the lessons.
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Eitim Kademesi: Okul öncesi, ilkokul, ortaokul, ortaöretim ve yükseköretim seviyeleridir. Eitim ve Öretim Yl: Ders ylnn balad tarihten, sonraki ders ylnn balad tarihe kadar geçen süredir. Okul Türü: Ayn eitim kademesi içerisinde farkl program uygulayan okullardr. Eitim Kurumu: Örencilerin eitim ve öretimlerinin yapld yer. Uzaktan Öretim Kurumu: Çeitli nedenlerle örenimlerini sürdüremeyenlere her türlü iletiim araçlar ile eitim öretim yapan kurumlardr.
Level of Education: It is the levels such as preschool, primary school, lower secondary school, upper secondary and higher education. Academic Year: It is the period of time between the start of the academic year and the time the next one starts. School Type:They are the schools which offer different programs at the same educational level. Educational Institution: It is the place where students are educated. Distance Educational Institution: They are the institutions that offer education with various means of communication to those who are not able to continue to their studies.
Adrese Dayal Nüfus Kayt Sistemi: 2006 ylnda çkarlan 5490 sayl Nüfus Hizmetleri Kanunu ile ülkemizdeki nüfus saymlarnn da veri kaynan oluturacak yeni bir sistem kurulmutur. Sistemin kurulmasna yönelik tüm çalmalar, TÜK koordinasyonunda il ve ilçelerde vali ve kaymakamlarn bakanlnda oluturulan yürütme komiteleri marifetiyle gerçekletirilmitir. Bu çerçevede, önce ülkemizdeki tüm adres bilgilerinin kaydedildii Ulusal Adres Veri Taban oluturulmutur. Daha sonra, bu adreslerde ikamet eden vatandalar T.C. kimlik numaralar, yabanc uyruklu kiiler ise pasaport numaralar araclyla adresle ilikilendirilerek kayt altna alnm ve Adrese Dayal Nüfus Kayt Sistemi (ADNKS) oluturulmutur. TÜK tarafndan kurulan ADNKS, 5490 sayl Kanun gerei çileri Bakanl'na devredilmitir.
Address-Based Population Register System: With the entrance into force of Law No 5490 on Population Services in 2006, a new system which also formed the data source for the population censuses in Turkey has been established. All studies related to the establishment of the system have been realized by the executive committees established in provinces and districts under the chairmanship of governors and have been coordinated by TurkStat. In this framework, first of all, the National Address Database though which all address information in Turkey is stored has been developed. Subsequently, citizens residing in these addresses have been registered (Turkish citizens with their ID Number and foreign nationals with their passport number) and Address-Based Population Register System has been developed. The Address-Based Population Register System established by TurkStat has been attorned to the Ministry of Interior in accordance with Law No 5490.
Resmi statistik Program: Resmi statistik Program (RP), resmi istatistiklerin üretimine ve yaymna ilikin temel ilkeler ile standartlar belirlemek, ulusal ve uluslar aras düzeyde ihtiyaç duyulan alanlarda güncel, güvenilir, zamanl, effaf ve tarafsz veri üretilmesini salamak amacyla 5429 sayl Türkiye statistik Kanununa dayanlarak be yllk bir dönem için hazrlanmtr. ‘Resmi statistik Program 2007-2011’ ile Türkiye istatistik sisteminde programl döneme geçilmitir.
Bu programla, resmi istatistiklerin üretiminde ve yaymnda karlalan mükerrerlikler önlenecek, cevaplayc yükü azalacak, kamuda insan gücü ve kaynak tasarrufu salanacak ve resmi istatistiklere olan güven daha da artacaktr. Ayrca, resmi istatistikler bir standarda kavuturulmu, sorumlu ve ilgili kurumlar tanmlanm, hangi verinin hangi kurum tarafndan, hangi yöntemle derlenecei ve hangi dönemler için ve ne zaman yaymlanaca konularna açklk getirilmitir.
Programn yürürlüe girmesiyle birlikte, TÜK’in
yaynlad verilerin yan sra, RP’te dier kurum ve kurulular tarafndan üretilmesi öngörülen veriler resmi istatistik olarak kabul edilecektir. Böylece ihtiyaç duyulan her alanda güvenilir tek bir resmi istatistik üretilmesi salanm olacaktr.
Official Statistical Program: Official Statistical Program (OSP) has been prepared to determine the basic principles and standards regarding the production and dissemination of official statistics, to produce up-to-date, reliable, well- timed, transparent and objective data in the required fields at national and international levels based on the Turkish Statistics Law num. 5429 for a period of five years. With the launch of ‘Official Statistical Program 2007-2011, a new programmed era in Turkish statistical system has started.
With this program the repetitions in the production and dissemination of statistics will be prevented, the load on the respondents will be reduced, there will be savings in labor force and resources in public offices and the reliability of official statistics will rise. Furthermore, official statistics have been standardized, responsible and concerning institutions have been identified, issues such as the use, ownership, method, timing and publishing of the data gathered have been clarified.
With the launch of the program, the data which are
supposed to be collected from the other institutions within the OSP will be regarded as official statistics as well as the ones Turkish Statistics Association releases. Hence, only one official statistics will be produced in any required field.
XIX
statistikî Bölge Birimleri Snflamas: Bölgeler aras gelimilik farklarnn azaltlmasna yönelik olarak bölgelerin sosyo-ekonomik analizlerinin yaplmas ve Avrupa Birlii (AB) ile karlatrlabilir veriler üretilmesi amacyla AB bölgesel snflandrmas olan SR kriterlerine göre tanmlanmtr. Üç düzeyden olumaktadr. lk aamada idari yapya uygun olarak 81 adet il 3. düzeyde bölge birimleri olarak tanmlanmtr. Ekonomik, sosyal, kültürel ve corafi yönlerden benzer iller belirli bir nüfus büyüklüü de dikkate alnarak gruplanmas ile 26 adet 2. düzeyde bölge birimleri tanmlanmtr. Yine ayn kritere göre 2. düzey bölge birimlerinin gruplanmas sonucu 12 adet 1. düzeyde bölge birimleri tanmlanmtr.
Bu snflandrma, 28/08/2002 tarih ve 2002/4720 sayl Bakanlar Kurulu Karar ile uygulanmaya balanmtr.
Statistical Regions : It is defined according to the SR criteria, the EU regional classification, in order to make the socio-economic analyses of regions and to produce comparable data with the European Union so that the differences in terms of development among the regions will be reduced. It consists of three levels. In the first stage, 81 cities were identified as regional units at the third level due to the administrative structure. After the grouping of similar cities in terms of economic, social, cultural and geographical aspects as well as the population, 26 cities were identified as regional units at the second level. Finally, as a result of grouping the regional units at the second level with the same criteria in mind, 12 regional units were determined.
This classification was put into practice with the Council of Ministers’ decision dated 28/08/2002 and numbered 2002/4720.
Öretmen: Devletin eitim, öretim ve bununla ilgili yönetim görevlerini yürüten ihtisas sahibi kiidir.
Teacher: The person who is an expert and who performs the duties regarding education and administration assigned by the state.
Örenci: Örenim görmek amacyla ders alan birey.
Student: The individual who is taught courses for studying.
kili Eitim: Ayn okulda ayr örenci gruplaryla sabah ve öleden sonra yaplan eitim ve öretimdir.
Double-shift Education: It is the education provided for the same student groups in the same school in the morning and in the afternoon.
Normal Eitim: Tam gün yaplan eitimdir.
One-shift Education: It is the education provided throughout the whole day.
Tamal Eitim: Çeitli nedenlerle birlikte okula eriimde sorunlar yaayan ilkokul, ortaokul ve ortaöretim örencilerinin belirlenen okullara günü birlik tanarak eitim ve öretim görmelerini salamak amacyla yaplan uygulama.
Education with Transport: It is the practice of transporting primary, lower secondary and upper secondary school students who have problems with access to the schools due to various reasons to certain schools on a daily basis with the aim of providing them with education.
Birletirilmi Snf: Birletirilerek bir derslikte tek öretmen tarafndan okutulan birden fazla snf.
Joint Classes: They are the classes which are combined and taught by a teacher.
Anaokulu: 36-66 ay çocuklarnn eitimi amacyla açlan okuldur.
Kindergarden Education: It is the school which is active for the education of 36-66 month-old children.
Ana snf: 60-66 ay çocuklarnn eitimi amacyla örgün eitim kurumlar bünyesinde açlan snftr.
Kindergarden Class: It is the class which is active for the education of 60-66 month-old children in formal educational institutions.
Uygulama snf: 36-66 aylk çocuklarn eitimi amacyla Millî Eitim Bakanlna bal okul öncesi eitimle ilgili program uygulayan ortaöretim kurumlar bünyesinde açlan snftr.
Application Class: It is the class which is active for the education of 37-66 month-old children in upper secondary schools under the auspices of the Ministry of National Education where programs are offered in preschool education.
Konservatuar: Bünyesinde hazrlk birimleri olarak ilköretim ve ortaöretim kurumlar da açlabilen müzik ve sahne sanatlarnda sanatç yetitiren yüksekokuldur.
Conservatory: It is the college which can have primary and upper secondary schools as preparatory units and which trains artists for musical and performing arts.
Rehberlik Aratrma Merkezi: Rehberlik ve psikolojik danma hizmetlerini sunan ve koordinesini salayan, özel eitime ihtiyac olan bireylerin eitsel deerlendirme ve tanlama ilemlerini yaparak uygun eitim ortam ile programlara yönlendiren merkez.
Research Center for Counseling: It is the center which offers guidance and psychological counseling services along with their coordination and which guides individuals requiring special education to the programs with suitable conditions by doing their educational evaluation and identification.
XX
Bilim ve Sanat Merkezi: Okul öncesi, ilköretim ve ortaöretim kurumlarna devam eden üstün veya özel yetenekli örencilerin örgün eitim kurumlarndaki eitimlerini aksatmayacak ekilde bireysel yeteneklerinin bilincinde olmalarn ve kapasitelerini gelitirerek en üst düzeyde kullanmalarn salamak amacyla açlm olan bamsz özel eitim kurumudur.
Center for Science and Arts: It is the independent special educational institution which is designed with the aim of having gifted students gain awareness of their individual talents, improve their potential and make the most of it without interrupting their education in formal educational institutions.
Kaynatrma Eitimi: Özel eitime ihtiyac olan bireylerin eitimlerini, destek eitim hizmetleri de salanarak akranlaryla birlikte resmî veya özel örgün ve yaygn eitim kurumlarnda sürdürmeleri esasna dayanan özel eitim uygulamalardr.
Blended Education: They are the special education practices based on the principle that individuals in need of special education should continue with their studies with their peers in state or private formal and informal educational institutions with the provision of supporting educational services.
Özel Öretim Kurumlar: 5580 sayl Özel Öretim Kurumlar Kanunu hükümlerine göre açlan okul/kurumlardr.
Private Education Institutions: They are the schools/institutions under the provisions of the Private Education Institutions Law no. 5580.
Yabanc Okullar: Yabanclar tarafndan açlm özel okullardr.
Foreign Schools: They are the schools founded by foreigners.
Aznlk Okullar: Rum, Ermeni ve Musevî aznlklar tarafndan kurulmu, Lozan Antlamas ile güvence altna alnm ve kendi aznlna mensup Türkiye Cumhuriyeti uyruklu örencilerin devam ettii okul öncesi eitim, ilköretim ve ortaöretim özel okullardr.
Minority Schools: They are the private preschool, primary and upper secondary schools founded by Greek, Armenian and Jewish minorities and secured with the Treaty of Lausanne and to which students who are citizens of Republic of Turkey and who belong to those minorities attend.
Dershane: Örencileri; bir üst okulun veya yüksek öretime giri snavlarna hazrlamak, istedikleri derslerde yetitirmek ve bilgi düzeylerini yükseltmek amacyla faaliyet gösteren özel öretim kurumlardr.
Private Schools: They are the private institutions which have a role in preparing students for the exams of the upper stages, in helping them catch up with their courses and for raising their level of knowledge.
Çeitli (Muhtelif) Kurslar: Kiilerin sosyal, kültürel ve meslekî alanlarda bilgi, beceri, yetenek ve deneyimlerini gelitirmek veya isteklerine göre serbest zamanlarn deerlendirmek üzere faaliyet gösteren özel öretim kurumlardr.
Miscellaneous Private Schools: They are the private institutions which have a role in improving people’s knowledge, skills, abilities and experiences in social, cultural and professional areas and enabling them to make use of their time as they like it.
Özel Eitim Okulu: Özel eitim gerektiren bireylere hizmet veren, özel olarak yetitirilmi personelin bulunduu, gelitirilmi eitim programlarnn uyguland özel öretim kurumudur.
Special Education School: It is the private institution which provides services for individuals requiring special education, where the personnel are exclusively trained, and where special educational programs are implemented.
Motorlu Tat Sürücüleri Kursu: Motorlu tat sürücüsü yetitirerek snav sonucu sertifika veren ve trafikle ilgili eitim-öretim yaptran özel öretim kurumlardr.
School for Drivers: They are the private institutions which train candidates, instruct them in traffic and give them certificates when they pass the written exam.
Örenci Etüt Eitim Merkezi: Örencilerin, derslerine çalmalarna, ödev ve projelerini yapmalarna yardmc olan, ilgi, istek ve yetenekleri dorultusunda çeitli faaliyetlerin yürütüldüü özel öretim kurumlardr.
Student Center for Self-study: They are the private educational institutions which help students with their studies, homework, projects and which offer various activities in line with their interests, expectations and abilities.
Özel Eitim ve Rehabilitasyon Merkezi: Özel eitim gerektiren bireylerin konuma ve dil geliim güçlüü, ses bozukluklar, zihinsel, fiziksel, duyusal, sosyal, duygusal veya davran problemlerini ortadan kaldrmak ya da etkilerini en az seviyeye indirmek, yeteneklerini yeniden en üst seviyeye çkarmak, temel öz bakm becerilerini ve bamsz yaam becerilerini gelitirmek ve topluma uyumlarn salamak amacyla faaliyet gösteren özel öretim kurumlardr.
Center for Special Education and Rehabilitation: They are the private educational institutions which function with the goal of eliminating problems resulting from difficulties in speaking and language development, voice defects, mental, physical, auditory, social, emotional deficiencies or behavioral disorders, taking their abilities to upper levels again, improving their self-care and independent living skills and ensuring their adaptation into the society.
4. Snflamalar ISCED 2011 (Uluslararas Standart Eitim
Snflamas) ve statistiki Bölge Birimleri Snflamas (BBS) kullanlmaktadr.
4. Classifications ISCED 2011 (International Standard Classification of
Education) and Statistical Regions (SR) are used for classification.
XXI
TR1 stanbul TR10 stanbul TR100 stanbul (Zonguldak, TR811 Zonguldak
(Tekirda, TR211 Tekirda Karabük, TR812 Karabük
Bat Edirne, TR212 Edirne Bartn) TR813 Bartn
Marmara Krklareli ) TR213 Krklareli Bat (Kastamonu, TR821 Kastamonu
West ( Balkesir, TR221 Balkesir Karadeniz Çankr, TR822 Çankr
Marmara Çanakkale ) TR222 Çanakkale West Black Sinop) TR823 Sinop
TR31 (zmir) TR310 zmir Sea (Samsun, TR831 Samsun
(Aydn, TR321 Aydn Tokat, TR832 Tokat
Denizli, TR322 Denizli Çorum, TR833 Çorum
Ege Mula) TR323 Mula Amasya) TR834 Amasya
Aegean (Manisa, TR331 Manisa (Trabzon TR901 Trabzon
Afyonkarahisar, TR332 Afyonkarahisar Dou Ordu, TR902 Ordu
Kütahya, TR333 Kütahya Karadeniz Giresun, TR903 Giresun
Uak) TR334 Uak East Black Rize, TR904 Rize
(Bursa, TR411 Bursa Sea Artvin, TR905 Artvin
Eskiehir, TR412 Eskiehir Gümühane) TR906 Gümühane
Dou Bilecik ) TR413 Bilecik (Erzurum, TRA11 Erzurum
Marmara ( Kocaeli, TR421 Kocaeli Erzincan, TRA12 Erzincan
East Sakarya, TR422 Sakarya Kuzeydou Bayburt ) TRA13 Bayburt
Marmara Düzce TR423 Düzce Anadolu (Ar, TRA21 Ar
Bolu, TR424 Bolu Northeast Kars, TRA22 Kars
Yalova ) TR425 Yalova Anatolia Idr, TRA23 Idr
Bat TR51 ( Ankara) TR510 Ankara Ardahan ) TRA24 Ardahan
TR5 Anadolu ( Konya, TR521 Konya (Malatya, TRB11 Malatya West Anatolia Karaman) TR522 Karaman Elaz, TRB12 Elaz
( Antalya, TR611 Antalya Ortadou Bingöl, TRB13 Bingöl
Isparta, TR612 Isparta Anadolu Tunceli ) TRB14 Tunceli
Burdur) TR613 Burdur Centraleast (Van, TRB21 Van
(Adana, TR621 Adana Anatolia Mu, TRB22 Mu
Mersin) TR622 Mersin Bitlis, TRB23 Bitlis
(Hatay, TR631 Hatay Hakkari ) TRB24 Hakkari
Kahramanmara TR632 Kahramanmara (Gaziantep, TRC11 Gaziantep
Osmaniye) TR633 Osmaniye Adyaman, TRC12 Adyaman
(Krkkale, TR711 Krkkale Kilis ) TRC13 Kilis
Aksaray, TR712 Aksaray Güneydou (anlurfa, TRC21 anlurfa
Orta Nide, TR713 Nide Anadolu Diyarbakr ) TRC22 Diyarbakr
Anadolu Nevehir, TR714 Nevehir Southeast (Mardin, TRC31 Mardin
Central Krehir) TR715 Krehir Anatolia Batman, TRC32 Batman
Anatolia (Kayseri, TR721 Kayseri rnak, TRC33 rnak
Sivas, TR722 Sivas Siirt) TRC34 Siirt
Yozgat) TR723 Yozgat Toplam Total 12
TRB1
8126
1. Düzey Level 1
2. Düzey Level 2
3. Düzey Level 3
1. Düzey Level 1
2. Düzey Level 2
3. Düzey Level 3
1. Millî Eitim Bakanl Tekilat emas
B A K A N
Müstear Yardmcs Müstear Yardmcs
Bakanlk Müavirlii
Bilgi lem Daire Bakanl
Din Öretimi Genel Müdürlüü
Müdürlüü
Müdürlüü
Temel Eitim Genel Müdürlüü
Öretmen Yetitirme ve Gelitirme Genel
Müdürlüü
Ataelikleri
Müdürlüü
Yükseköretim ve Yurtd Eitim Genel Müdürlüü
1. Structural Organization of The Ministry of National Education
MINISTER
Deputy Undersecretary Deputy Undersecretary
General Directorate of Teacher Training and
Development
Presidency of Construction and Real Estate Department General Directorate of
Religious Education
Presidency of Internal Audit
Technologies
Education
General Directorate of European Union and
Foreign Relations
Presidency of Strategy Development
Guidance Services
General Directorate of Measurement, Evaluation and Examination Services
Higher Education Board
School and Institution Directorates
Institutions
Master
14
6
5
3
Doktora
Master
Lisans
I
I
lkokul + Ortaokul
3
6
21
16
15
14
13
22
23
20
18
Ya
24
5
19
17
XI
XII
HAZIRLIK
IX
X
XI
XII
Master
Lisans
I
General Secondary Education - Vocational and Technical Secondary Education
Primary School+Lower Secondary School
I
II
II
III
IV
I
II
III
IV
V
I
VI
II
III
IV
V
I
II
I
II
III
IV
IV
N on
Millî Eitim statistikleri, Örgün Eitim 2015/'16 National Education Statistics, Formal Education 2015/'16 1
( %)
Kadn Female
Toplam Total
Erkek Male
Kadn Female
Toplam Total
Erkek Male
Kadn Female
3-5 Ya - - - Brüt - Gross 89,51 96,26 82,43 52,79 60,20 44,97 4-5 Ya - - - Net - Net 84,74 90,25 78,97 37,87 41,39 34,16
3-5 Ya - - - Brüt - Gross 99,45 104,19 94,51 67,89 76,94 58,38
4-5 Ya - - - Net - Net 92,40 96,20 88,45 48,11 53,01 42,97
3-5 Ya - - - Brüt - Gross 96,30 100,31 92,14 80,97 90,71 70,76
4-5 Ya - - - Net - Net 90,21 93,41 86,89 53,37 58,01 48,50
3-5 Ya - - - Brüt - Gross 95,74 99,48 91,85 80,90 90,29 71,08 4-5 Ya - - - Net - Net 89,66 92,58 86,63 54,87 59,05 50,51 3-5 Ya - - - Brüt - Gross 95,59 98,83 92,24 85,18 95,07 74,88
4-5 Ya - - - Net - Net 89,77 92,29 87,16 56,63 61,13 51,95 3-5 Ya - - - Brüt - Gross 96,34 99,21 93,37 86,64 96,24 76,66
4-5 Ya - - - Net - Net 90,13 92,25 87,93 56,51 60,71 52,16
3-5 Ya 26,92 27,34 26,48 Brüt - Gross 106,48 107,05 105,88 84,19 89,14 78,97 4-5 Ya 38,55 39,17 37,91 Net - Net 98,17 98,47 97,84 64,95 67,55 62,21
3-5 Ya 29,85 30,25 29,43 Brüt - Gross 107,58 107,36 107,81 89,70 94,42 84,73 4-5 Ya 43,10 43,70 42,47 Net - Net 98,41 98,59 98,22 66,07 68,17 63,86
3-5 Ya 30,87 31,23 30,49 Brüt - Gross 108,42 108,21 108,65 92,56 95,68 89,26
4-5 Ya 44,04 44,56 43,50 Net - Net 98,67 98,77 98,56 67,37 68,53 66,14 5 Ya 65,69 66,20 65,16
Ya -Age Toplam
Total Erkek Male
Kadn Female
Toplam Total
Erkek Male
Kadn Female
Toplam Total
Erkek Male
Kadn Female
Toplam Total
Erkek Male
Kadn Female
Toplam Total
Erkek Male
Kadn Female
Brüt - Gross 3-5 Ya 30,93 31,42 30,41 107,52 107,21 107,84 107,64 106,12 109,24 96,77 99,60 93,77 74,86 79,51 70,01 Net - Net 26,63 26,94 26,31 98,86 98,81 98,92 93,09 93,19 92,98 70,06 70,77 69,31 38,50 38,40 38,61
Brüt - Gross 4-5 Ya 44,04 44,86 43,18 - - - - - - - - - - - - Net - Net 37,36 37,88 36,80 - - - - - - - - - - - -
Brüt - Gross 5 Ya 55,35 57,34 53,24 - - - - - - - - - - - - Net - Net 39,72 41,03 38,33 - - - - - - - - - - - -
Brüt - Gross 3-5 Ya 28,03 28,61 27,42 111,94 111,49 112,41 108,80 106,89 110,83 103,26 106,05 100,32 81,70 86,24 76,96 Net - Net 27,71 28,23 27,15 99,57 99,53 99,61 94,52 94,57 94,47 76,65 77,22 76,05 39,89 38,90 40,93 Brüt - Gross 4-5 Ya 37,94 38,84 36,98 - - - - - - - - - - - - Net - Net 37,46 38,28 36,58 - - - - - - - - - - - -
Brüt - Gross 5 Ya 43,49 45,38 41,49 - - - - - - - - - - - - Net - Net 42,54 44,27 40,72 - - - - - - - - - - - - Brüt - Gross 3-5 Ya 37,12 37,96 36,24 101,10 100,82 101,39 107,12 105,52 108,80 107,36 109,82 104,77 88,94 93,44 84,24 Net - Net 32,68 33,11 32,22 96,30 96,04 96,57 94,35 94,39 94,30 79,37 79,46 79,26 39,49 37,95 41,10
Brüt - Gross 4-5 Ya 46,83 47,88 45,72 - - - - - - - - - - - - Net - Net 41,57 42,23 40,87 - - - - - - - - - - - - Brüt - Gross 5 Ya 66,02 68,42 63,48 - - - - - - - - - - - - Net - Net 53,78 55,27 52,21 - - - - - - - - - - - -
Brüt - Gross 3-5 Ya 38,61 39,40 37,78 99,19 98,91 99,48 107,13 105,49 108,87 109,85 112,28 107,29 - - -
Net - Net 33,26 33,63 32,87 94,87 94,54 95,22 94,39 94,36 94,43 79,79 79,36 80,24 - - -
Brüt - Gross 4-5 Ya 49,27 50,20 48,30 - - - - - - - - - - - - Net - Net 42,96 43,53 42,36 - - - - - - - - - - - -
Brüt - Gross 5 Ya 70,19 72,28 67,99 - - - - - - - - - - - -
Net - Net 55,48 56,74 54,16 - - - - - - - - - - - -
1.1.b Öretim yl ve ya gruplarna (doum yllarna) göre NET okullama oran
NET schooling ratio by educational year and age groups (birth year) (%)
Toplam - Total
Erkek - Male
Kadn - Female
98,8150,46
2. Ya gruplarna (Doum yllarna) göre NET okullama oranlar, 1.3 tablosunda BBS 3. düzey (il baznda) ayrntsnda ayrca verilmitir. 2. NET schooling ratio based on age groups (birth year) is separately given in the table 1.3 by Statistical Regions Level 3 (provincal based).
11,81 33,50 66,91 39,45 50,30 98,90 85,49
Not 1. Ya gruplarna (Doum yllar) göre NET okullama oranlar hesaplanrken; örencinin ait olduu eitim kademesine (örenim türüne) baklmakszn, ilgili ya grubunda bulunan toplam örencilerin, ilgili ya grubunda bulunan toplam nüfusa bölünmesi ile elde edilmitir.
Note 1. The calculation of NET schooling percentage according to age groups (birth year) is obtained by dividing the total numbers of students in the relevant age group without considering the education level (type) of the students to the total population of the students in the relevant age group.
Cinsiyet Gender
1998-1999-2000-2001 Doumlular
Born in 2012 (Between January…September)
2011 Doumlu
2010-2011-2012 (Ocak…Eylül Aras)
Doumlular Born in 2010-2011-2012
2011
Okullama Oran Schooling Ratio
2003/'04
1997/'98
2. Schooling ratios for the educational year 2000/'01-2005/'06 were calculated according to the population projection based on the results of General Population Census 2000 and schooling ratios as of the 2007-2008 educational year were calculated according to the results of the Address-Based Population Register System Populaton Census.
2005/'06
2011/'12
2013/'14
Note 1. Compulsory education was expanded to 8 uninterrupted with law No. 4306 dated 18.08.1997 as of 1997/'98 educational year, but to 12 gradual years with law No. 6287 dated 30.03.2012 as of 2012/'13 educational year.
2. 2000/'01-2005/'06 öretim yllar arasnda okullama oranlar 2000 Genel Nüfus Saym sonuçlarna göre yaplan nüfus projeksiyonlarna göre, 2007-2008 öretim ylndan itibaren okullama oranlar Adrese Dayal Nüfus Kayt Sistemi, Nüfus Saym sonuçlarna göre hesaplanmtr.
Okullama Oran Schooling Ratio
Pre Primary Education
Not 1. 18.08.1997 tarihli ve 4306 sayl Kanun ile 1997/'98 öretim ylndan itibaren 8 yllk kesintisiz, 30.03.2012 tarihli ve 6287 sayl Kanun ile 2012/'13 öretim ylndan itibaren de 12 yllk kademeli zorunlu eitime geçilmitir.
27,12 14,65
Milli Eitim statistikleri, Örgün Eitim 2015/'16 National Education Statistics, Formal Education 2015/'16 2
1.2 statistiki Bölge Birimleri Snflamas 3. düzey ve eitim seviyesine göre okullama oran
[2015/'16 Öretim yl ba - Beginning of the educational year 2015/'16]
Ya Age
Toplam Total
Erkek Male
Kadn Female
Toplam Total
Erkek Male
Kadn Female
Toplam Total
Erkek Male
Kadn Female
Toplam Total
Erkek Male
Kadn Female
Toplam Total
Erkek Male
Kadn Female
Toplam Total
Erkek Male
Kadn Female
Toplam Total
Erkek Male
Kadn Female
Toplam Total
Erkek Male
Kadn Female
TR Türkiye 3-5 38,61 39,40 37,78 33,26 33,63 32,87 Brüt - Gross 102,95 102,03 103,92 99,19 98,91 99,48 107,13 105,49 108,87 109,85 112,28 107,29 57,64 58,02 57,25 52,21 54,26 50,04
TR Turkey 4-5 49,27 50,20 48,30 42,96 43,53 42,36 Net - Net 96,44 96,34 96,54 94,87 94,54 95,22 94,39 94,36 94,43 79,79 79,36 80,24 36,65 34,66 38,75 43,14 44,71 41,48 5 70,19 72,28 67,99 55,48 56,74 54,16
TR100 stanbul 3-5 32,48 33,48 31,43 28,35 28,99 27,68 Brüt - Gross 104,18 103,02 105,41 98,71 98,44 99,00 110,35 108,17 112,67 121,31 122,55 119,98 60,59 62,75 58,27 60,72 59,80 61,71 4-5 41,49 42,68 40,23 36,32 37,18 35,40 Net - Net 97,05 96,96 97,14 95,53 95,23 95,85 95,80 95,84 95,77 82,99 81,56 84,51 32,41 31,77 33,10 50,58 49,79 51,41
5 59,05 61,33 56,64 47,13 48,65 45,52
TR211 Tekirda 3-5 42,83 43,77 41,86 35,74 36,44 35,01 Brüt - Gross 103,13 102,35 103,97 97,90 97,91 97,88 109,06 107,32 110,94 112,38 113,69 110,96 62,15 59,59 64,91 50,23 54,10 46,04 4-5 54,07 55,25 52,85 45,56 46,53 44,54 Net - Net 96,43 96,45 96,42 93,94 93,73 94,17 95,15 9

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National Education Statistics Formal Education 2015/'16