ISTANBUL'S HIGH SCHOOL ENTRANCE EXAM AND EDUCATION REFORMS
More than a million students vie for prestigious high schools across the nation during a national entrance exam
On June 15, approximately 1.1 million 8th graders across Turkey took the annual high school entrance exam, hoping to land a spot in top-performing institutions nationwide. Consisting of 90 questions, the exam included a 75-minute session focusing on Turkish language, history, foreign language, and religious culture, followed by a 45-minute segment dedicated to mathematics and science [Base Article].
The pressure is real for these students, as admission to esteemed high schools is largely dependent on performance in this test. Despite compulsory high school attendance in Turkey, spots in elite institutions are limited to those scoring exceptionally well on this exam.
Ahead of the exam, the Health Ministry advised students to practice stress-reducing techniques such as deep breathing, relaxation exercises, and internal affirmations to help manage anxiety. The ministry acknowledges that excessive test anxiety can hinder academic performance, regardless of a student's knowledge level [Base Article].
Meanwhile, the Education Ministry is considering overhauling Turkey's high school system. Currently, the 12-year compulsory education structure consists of three four-year stages: primary, middle, and high school. However, the Ministry is consulting with academics to investigate alternative models. Discussed possibilities include more flexible structures, such as two years of mandatory high school followed by optional years or a system where the final year is tailored for university preparation or vocational training [Base Article].
Moreover, the Ministry is focusing on improving technology and resources in schools, as the education sector undergoes significant modernization in Turkey. For instance, efforts are being made to create 500 innovative learning environments equipped with laptops, computers, robotic kits, 3D printers, and mind games to foster active learning and develop high-level skills among students [Enrichment Data].
The ongoing FATIH Project aims to strengthen schools' technological infrastructure, supporting national and international educational activities [Enrichment Data]. Additionally, the Ministry is striving to increase access to quality education, particularly for students in rural areas, through support packages and improving physical and technological infrastructure [Enrichment Data].
However, recent surveys indicate that Turkish youth are generally dissatisfied with the education system, primarily due to concerns about quality, access, and freedom of expression. Various opposition groups and stakeholders continue to push for more comprehensive reforms [Enrichment Data].
The changes seek to position Turkish education for the future, with a growing emphasis on technology, active learning, and accessibility. Nonetheless, challenges remain, particularly in addressing public satisfaction and making systemic reforms [Enrichment Data].
The Education Ministry's consideration of overhauling Turkey's high school system extends to policy-and-legislation discussions, with potential changes aimed at improving access to quality education, technology, and active learning [policy-and-legislation, learning, education-and-self-development]. A growing emphasis on technology and resources in schools, as seen in the FATIH Project, aligns with the general-news focus on modernizing Turkey's education sector [general-news, learning]. Despite these efforts, recent surveys reveal that Turkish youth remain dissatisfied with the education system, emphasizing the need for comprehensive reforms addressing quality, access, and freedom of expression [learning, politics].
