Türkiye’s Educational Journey: Evaluating the Skills of Mathematics, Science, Reading, and Foreign Language in The Light of International Competition

Year 2024, Volume: 11 Issue: 2, 135 - 157, 01.03.2024

Sakine Sincer , Bahar Yakut Özek , Eray Selçuk

https://doi.org/10.17275/per.24.23.11.2

Abstract

Education has always been significant for sustainable development all around the world. However, it is not possible to achieve development without considering the international standards in this globalized world. Countries can be successful only if they interact with other societies without losing their cultural identities. The European Union is an organisation that fosters cooperation and harmony among countries for development. In this context, it has identified four main areas and sixteen indicators for these areas in order to improve the quality of education. Being one of the candidate countries, Türkiye has declared will to harmonize with the educational policies suggested by the European Union. Therefore, the question of how compatible and competitive Türkiye’s education system has become with international standards remains on the agenda in today’s world of increasing international competition in every area. In this line, this study aims at analysing the current situation of Turkish education system according to four key indicators, which are mathematics, science, reading skills and foreign language. For this purpose, the study employs the method of document analysis. Therefore, we analysed PISA 2022 report and EF EPI (EF English Proficiency Index) 2023 report in this line. The study findings show that Türkiye ranks 39th with an average score of 453 in mathematics, 34th with an average score of 476 in science, and 36th with an average score of 456 in reading skills among 81 countries in PISA 2022. Also, Türkiye ranks 66th among 113 countries with an EF EPI score of 493 in English.

Keywords

European Union, PISA, EF EPI, quality indicators on education, Türkiye

References

• Aloqaili, A. S. (2012). The relationship between reading comprehension and critical thinking: A theoretical study. Journal of King Saud University-Languages and Translation, 24(1), 35-41.
• Altun, H. (2018). Lise öğrencilerinin geometri ders başarılarının Van Hiele geometric düşünme düzeylerine göre incelenmesi. The investigation of the success of high school students in geometry based on the Van Hiele levels of geometric thinking. Electronic Turkish Studies, 13(11), 157-168.
• Ben-Jacob, M. (2019, July). The importance of mathematics in STEM education. 11th International Conference on Education and New Learning Technologies, Spain. Abstract retrieved from https://library.iated.org/view/BENJACOB2019IMP.
• Bevins, S. & Price, G. (2016). Reconceptualising inquiry in science education. International Journal of Science Education, 38(1), 17-29.
• Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
• Boyacıoğlu, F. (2015). The historical development of the foreign language education in Ottoman Empire. Procedia-Social and Behavioral Sciences, 174, 651-657.
• Demirpolat, B. C. (2015). Türkiye’nin yabancı dil öğretimiyle imtihanı: Sorunlar ve çözüm önerileri. Türkiye’s test with teaching foreign languages: Problems and suggestions for solutions. SETA.
• EF English Proficiency Index. (2023). EF EPI Index 2023. Retrieved from https://www.ef.com.tr/epi/
• European Commission. (2000). European report on the quality of school education sixteen quality indicators. Retrieved from http://aei.pitt.edu/42406/1/A6503.pdf.
• Fischer C. (2006). Research methods for psychologists: Introduction through empirical studies. USA, Elsevier Inc.
• Gao, F. (2006). Language is culture–on intercultural communication. Journal of Language and Linguistics, 5(1), 58-67.
• Gültekin, M., & Şengül, S. A. (2006). Avrupa birliğinin eğitimde kaliteyi belirleyici alan ve göstergeleri açısından Türk eğitim sisteminin durumu. The State of the Turkish education system in terms of the European Union’s key areas and indicators for determining quality in education. Anadolu University Journal of Social Sciences, 6(2), 145-170.
• Grabe, W. & Stoller, L. F. (2002). Teaching and researching reading. Harlow: Pearson.
• Hançer, A. H., Şensoy, Ö., & Yıldırım, H. İ. (2003). İlköğretimde çağdaş fen bilgisi öğretiminin önemi ve nasil olmasi gerektiği üzerine bir değerlendirme. An assessment on the importance of contemporary science education in primary schools and how it should be implemented. Pamukkale University Journal of the Faculty of Education, 13(13), 80-88.
• Haznedar, B. (2010). Foreign language education in Türkiye: Reforms, trends, and our teachers. International Conference on New Trends in Education and Their Implications, Antalya, Türkiye. Retrieved from http://www.iconte.org/FileUpload/ks59689/File/166.pdf
• Koçak, S., & Kavak, Y. (2014). Milli Eğitim Bakanlığı’nın öğretmen atama esasları ve kaynak yükseköğretim programlarıyla ilgili gelişmeler. Developments regarding the Ministry of National Education’s teacher appointment principles and source higher education programs. Hacettepe University Journal of the Faculty of Education, 29(4), 157-170.
• Koru, S., & Akesson, J. (2011). Türkiye’nin İngilizce açığı.Türkiye’s deficit in English Ankara: Türkiye Ekonomi Politikaları Araştırma Vakfı.
• MEB (2023). 2022 PISA Türkiye Raporu.2022 PISA Türkiye Report Retrieved from chromeextension://efaidnbmnnnibpcajpcglclefindmkaj/https://pisa.meb.gov.tr/meb_iys_dosyalar/2023_12/05125555_pisa2022_rapor_051223.pdf
• Mourgues, C. V., Preiss, D. D., & Grigorenko, E. L. (2014). Reading skills, creativity, and insight: Exploring the connections. The Spanish Journal of Psychology, 17, E58.
• OECD (2023). PISA 2022 Results (Volume I). Retrieved from https://www.oecd-ilibrary.org/education/pisa-2022-results-volume-i_53f23881-en
• Olkun, S. & Toluk, Z. (2003). İlköğretimde etkinlik temelli matematik öğretimi. Activity-based maths teaching at primary school level Ankara: Anı Yayıncılık.
• Stein-Smith, K. (2018). Foreign language skills as the ultimate 21st century global competency: Empowerment in a globalized world. International Journal of Research Studies in Language Learning, 7(3), 71-86.
• Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st century skills through scientific literacy and science process skills. Procedia-Social and Behavioral Sciences, 59, 110-116.
• Umay, A. (2003). Matematiksel muhakeme yeteneği. Mathematical reasoning ability Hacettepe University Journal of the Faculty of Education, 24(24), 234-243.
• YÖK/World Bank. (1997). Milli Eğitimi Geliştirme Projesi Hizmet Öncesi Öğretmen Eğitimi. National Education Development Project Pre-Service Teacher Training Ankara.