Training for the Parents of 7-19 Years Students
Name of the good/interesting practice/initiative/policy
Training for the Parents of 7-19 Years Students
Country
Turkey
I am proposing that this example will be published also in the KSLLL database
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
7-19 year-olds which include the childhood and adolescence period compose the great part of the population in Turkey. Increasing the rate of divorce and suicide are the risk factors for this age group. To minimize the risk factors parent/caregivers involvement of education is highly important. If parents give developmental support to their children, the level of academic achievement, attitudes toward the school, self-design can increase in the long term. Parent trainings supported by government provide opportunities for all parents/caregivers from community, school and teacher.
In this context to establish stronger and more qualified communication and relationship between parents and children take place the priorities of the Government of Turkish Republic. In order to realize this priority 7-19 parent training program was developed with in the scope of the “Children First Project” by the coordination of the Ministry of National Education and financial support of the EU. More over the importance of parent training is supported with one of the official document “Preventing and Reducing Violence in Educational Environments Strategy and Action Plan (2006-2011+)¬of MoNE“
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
This program is developed by Turkish experts to help the parents of 7-19 years students to identify their children better, to improve their interaction and communication with their children, enable them learn appropriate attitudes and approach to be aware of possible risks and take the necessary measures against these risks, provide support for them to plan their future more effectively. For this purpose, The Ministry Education, General Directorate for Special Educational and Guidance Services is coordinating the implementation of this program comprehensively. Moreover, this program has been implemented to the Turkish citizens who live in Belgium and Germany by the coordination of Turkish Education Attaché’s offices.
Adult learner principles, multiple intelligent theory, constructivist approach, transactional analysis, analytic approach, small and large groups, drama, imagination activities are applied to reach the objectives.
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
The program has been implemented in the schools, Counseling and Research Centers and Public Education Centers in 63 provincial. By the help of this program Totally 428.362 parents have been reached and 7242 guidance teachers are trained by the help of program since 2006.
Guidance teachers apply the program as a closed group of which participants aren’t changed for one day and three hours in a week in schools. This is a modular program of which compose 8 sessions. Maximum 24 parents can take part in a group. If it is necessary, applying the open group method is also possible. Maximum 50 parents can participate the open group implementations. The interactive participation of parents is aimed with activities. At the end of each sessions the annotations are distributed, affiches are posted, preview session is evaluated, experiences are shared the subject of the session and outline are presented, module is structured, activities, presentations and exercises are applied, general evaluation is done, tasks are given, process is discussed. Moreover, a file included a notebooks, brochures, magnets are given to the participants at the end of fourth session.
This program includes following topics:
1. Identification of adolescence
2. Communication
3. Growing up together
4. Managing possible risks
5. Resolution of conflicts
6. Parents’ attitudes
7. Improvement of behaviours
8. Planning future effectively
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
Monitoring and evaluation web based system is developed with in the scope of “The Children First Project”. Parents and psychological counsellor benefit from the web portal through the http://oncecocuklar.meb.gov.tr/portal_aile/ internet address. Surveys on the parents’ satisfaction, opinion and suggestion can be filled in the portal by parents who attended the program.
At the end of the eighth session parents fill the monitoring and evaluation form. There are some closed and open ended questions about the sociocultural features, benefit of education, the subject of further education which they want to participate. To evaluate efficiency of the training “Family Attitudes Inventory” and “Family Assessment Inventory” were conducted after and before the training.
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
With the scope of parent training totally 428.362 mother and father, 7.242 professional are trained since 2006. This training which is started as a project, then become a government policy. The training is mentioned in 2012-2014 strategy plan for MoNE to ensure the sustainability. Training for the Parents of 7-19 Years Students was started in 12 provinces with the scope of project. After the completion of the project the implementation of training is institutionalized and extended in to 61 provinces.
The training which was financially supported by the project budget with 200.000 € has being supported by MoNE’s budget and experts since the end of project.
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
The materials and documents are structured efficiently and reinforced with the legislations, in this way the sustainability of the training was achieved. The broad service network and staff of MoNE are well organized and managed.
The communication between school and family are increased, schools are supported for social aspect of institutional strengthening.
There can be some problem because of the over work load of experts. Training is a team work and unless there is sufficiently support, this issue pose the risk factors about the sustainability and efficiency of training.
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
The training is based on voluntariness like the other trainings for adult.
Guidance teachers and other branch teachers’ effort is necessary to transfer the importance of training to the families. Participation of both mothers and fathers increase the qualification and applicability of the training; however, it is observed that the participation of the father is more limited than mothers.
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Hakan SARI, Assoc. Dr.
Role (in policy initiative)
Genaral Director of Special Education and Guidance Services of Turkish Ministry of National Education and also National Coordinator for Turkey for ELGPN.
Organization name
Directorate of General Special Education and Guidance Services of the Turkish Ministry of National Education
Address
MEB Beşevler Kampüsü A Blok ANKARA/TÜRKİYE
Phone
0312 212 76 14-15
Fax
0312 213 13 56
oer@meb.gov.tr
Website address
http://orgm.meb.gov.tr
Documents and publications
Attached files
Links
No links specified.
This information was provided/updated by:
Esra Çalık Var, ELGPN National Representative for Turkey and Educational policies unit in MONE
No comments by users.
good practice, initiative, interesting practice, policy, parent training, guidence for parents, schools, VET, adult education, guidance in schools, Turkey
MEMORANDUM OF UNDERSTANDING FOR THE CAREER INFORMATION, GUIDANCE AND COUNSELING SERVICES IN TURKEY
Name of the good/interesting practice/initiative/policy
MEMORANDUM OF UNDERSTANDING FOR THE CAREER INFORMATION, GUIDANCE AND COUNSELING SERVICES IN TURKEY
Country
Turkey
I am proposing that this example will be published also in the KSLLL database
No
1. Background
What makes this an example of good/interesting practice/initiative/policy?
- The motivation of the initiative (What is the history/background of the policy?)
- Linkages with LLG policy priorities (Please add references to other national/EU policies or documents)
- Participants
The “Career Information, Guidance and Counseling Services Cooperation Protocol” was signed and came into force on 26th October, 2004 with participation of all related stakeholders including public authorities, social partners, and NGO’s to provide coordination and cooperation on career information, guidance and counseling services. A Memorandum of Understanding (MOU) was signed in 2009 with participation of the organizations in the protocol in order to update the tasks and roles defined in the protocol and define the responsibilities for the National Career Information System (CIS). The MOU has been a significant effort and outcome to enhance the communication, coordination and collaboration of all the stakeholders.
It has links with all four LLG policy priorities:
Encourage the lifelong acquisition of career management skills,
Faciliate access by all citizens to guidance services,
Develop quality assurance in guidance provision,
Encourage coordination and cooperation among the various stakeholders
Participants are:
The Ministry of National Education, PES in the Ministry of Labor and Social Security , the Undersecretariat of the State Planning Agency, The Turkish Institute of Statistics the Higher Education Council, National Qualifications Authority, the Agency for Development and Support of Small and Middle Scale Industry, the National Productivity Center, the Turkey Union of Chambers and Stock Exchanges, the Confederation of Turkish Employers Unions, the Confederation Turkish of Tradesman and Artisans and the Confederation of Turkish Workers Unions
Aims and targets
- Objectives of the initiative (What did the policy set out to achieve?)
- Target group
- Methods applied to reach the objective (technological and /or pedagogical)
The main aim of the MOU is to define and contribute to the development of the roles and responsibilities of all the the related stakeholders, government, social partners, universities and non-governmental organizations in the national web based CIS. Moreover, to also support an integrative approach to all the services in Turkey.
The target group includes individuals from every age and a wide range of groups such as students, youth adults, unemployed, employment seekers, people want to change career, retired, disabled, women, dropouts etc.
Methods applied to reach the objective are face-face interviews ,meetings, workshops and the process of writing the country reports (2003,2006)
2. Implementation
Strategy and actions (Please describe the approach adopted to make the reform work and any actions taken.)
- Level of implementation (national, regional etc.)
- Implementation (description)
All the stakeholders will provide updated data periodically to the national web-based system.
Career guidance services will be carried out in a coordinated way
The stakeholders will share the materials and documents they develop.
The MOU covers the guidelines for the actions to be carried out by the stakeholders on lifelong career information, guidance and counseling services at national, local and international levels (Euroguidance, PLOTEUS etc.) and on the national web-based system to be coordinated by the Ministry of National Education. Moreover, the MOU has guidelines on how to carry on the services at the local level.
Monitoring and evaluation
- What has been put in place for monitoring and evaluation?
- What actors are involved?
At governmental level, monitoring and evaluation will be carried out by the Career Guidance Services Development Unit established under the General Directorate for Special Education Guidance and Counseling Services of the Turkish Ministry of National Education (MONE) and by Occupation Information Commission, MEDAK) under the Turkey Employment Agency; and
At local level, by Guidance and Research Centers and Provincial Directorships of the Turkey Employment Agency
The strategic plan is in the process of development by all the stakeholders has outcome indicators to be used, ie. number of personnel trained for ICT skills, number of students who used web based self-assessment tools, etc.)
3. Outcomes
Achievements (Please describe the main outcomes/results according to the following headings. Each option can be answered - up to 50 words)
- Specific results
- Cost effectiveness
- Budget
- Innovative aspects
Inter-agency cooperation.
Cooperation, coordination and collaboration at the national level.
Effective use of human resources and finances.
Sustainability of the national web-based information system.
Awareness on guidance services
Increase in the quality of the services
Right to use of career guidance services
Leading to the development of the strategic plan as a joint effort of the stakeholders
Each institution will finance its own activities itself.
Although career guidance services have been provided mostly in educational institutions previously, hereafter individuals from every part of the society will have opportunity to have information about these services and benefit from them.
Success factors (What key success factors have led to or prevented success?)
- Lessons learnt
- Unintended impacts (Have there been any unintended impacts? Positive or negative?)
The cooperation, coordination and collaboration of all stakeholders are a major success factor. Twelve public authorities, social partners and NGO’s came together and they undertook some tasks and responsibilities for providing career information, guidance and counseling services.
Lessons learnt are:
Team work
Importance of cooperation
Effective use of the resources
Use of stocked information
Strengths and weaknesses
- What areas of the policy can we learn lessons from?
- Are there still challenges ahead?
There are organizations providing career guidance services at local level. Also, structured and institutionalized career guidance providers are available. The MOU is an opportunity to further cooperation, coordination and collaboration among all the related the stakeholders. A web-based career information system has been established. A strategic plan for the career guidance services in Turkey is in the process of development.
4. Additional narrative description of the policy/practice/initiative
Additional information
Name of contact
Ruhi KILIÇ, PhD
Role (in policy initiative)
Director General for Special Education Guidance and Counseling Services of the Turkish Ministry of National Education and also National Coordinator for Turkey for ELGPN
Organization name
Directorate General for Special Education Guidance and Counseling Services of the Turkish Ministry of National Education
Address
MEB Kampusu A Blok Beşevler/ANKARA/TÜRKİYE
Phone
+90 312 212 76 14-15
Fax
+90 312 213 13 56
ruhikilic@meb.gov.tr, orgm@meb.gov.tr
Website address
http://orgm.meb.gov.tr
Documents and publications
Attached files
Links
No links specified.
This information was provided/updated by:
Seza Karaman, ELGPN National Representative for Turkey and the Career Guidance Services Development Unit in MONE
No comments by users.
ELGPN, good practice, initiative, interesting practice, policy, career management skills, access, quality, co-operation, co-ordination, career information, Turkey