GRADUATE-LEVEL STUDIESGRADUATE-LEVEL STUDIESAN HISTORICAL PERSPECTIVE AND AN HISTORICAL PERSPECTIVE AND

CURRENT PRACTICECURRENT PRACTICE

Kemal GürüzKemal GürüzWorkshop on Doctoral Education in Workshop on Doctoral Education in

ArchitectureArchitectureİstanbul Technical Universityİstanbul Technical University

28,29 November 201128,29 November 2011

ETYMOLOGYETYMOLOGY

The term The term doctoratedoctorate comes from the comes from the Latin doceredocere, meaning "to teach", shortened from , meaning "to teach", shortened from the full Latin title the full Latin title licentia docendilicentia docendi, meaning , meaning "license to teach.""license to teach."

The authority to grant that license was the The authority to grant that license was the sole criterion that defined the medieval sole criterion that defined the medieval university as a corporate body.university as a corporate body.

THE MEDIEVAL UNIVERSITYTHE MEDIEVAL UNIVERSITY

LOWER FACULTYLOWER FACULTY: : Faculty of Liberal Faculty of Liberal ArtsArts

TriviumTrivium: Grammar, Rhetoric, Logic: Grammar, Rhetoric, Logic QuadriviumQuadrivium: Arithmetic, Geometry, : Arithmetic, Geometry,

Astronomy and MusicAstronomy and Music HIGHER FACULTIES HIGHER FACULTIES (Graduate (Graduate

Schools)Schools) TheologyTheology LawLaw MedicineMedicine

ACADEMIC TITLES IN THE MEDIEVAL ACADEMIC TITLES IN THE MEDIEVAL UNIVERSITYUNIVERSITY

Before the university, titles such as Before the university, titles such as magistermagister (master), (master), doctordoctor and and professorprofessor, which all , which all meant teacher in Latin, were acquired titles.meant teacher in Latin, were acquired titles.

BaccalariatusBaccalariatus: A: A student who has followed the compulsory (ordinary) lectures, discussions (disputae) and the summations (summa) by the teacher. A student with this title was somewhat like today’s teaching assistant, and was allowed to answer some questions during discussions and teach some of the noncompulsory (extraordinary) courses.

ACADEMIC TITLES IN THE MEDIEVAL ACADEMIC TITLES IN THE MEDIEVAL UNIVERSITYUNIVERSITY

Baccalaureatus FormatusBaccalaureatus Formatus: A : A baccalaureatusbaccalaureatus deemed ready by his teacher deemed ready by his teacher to take the graduation examinations.to take the graduation examinations.

MasterMaster: Graduates of the faculty of liberal : Graduates of the faculty of liberal artsarts

DoctorDoctor: Graduates of the higher faculties: Graduates of the higher faculties Licentia DocendiLicentia Docendi: Conferred separately by : Conferred separately by

the Chancellor after a succesful public lecture the Chancellor after a succesful public lecture by adding the additional title of by adding the additional title of regens, actu regens, actu regens regens or or regent regent to the already received title to the already received title of of mastermaster or or doctordoctor

MEETING OF DOCTORSMEETING OF DOCTORSUNIVERSITY OF PARIS ca. 14th CenturyUNIVERSITY OF PARIS ca. 14th Century

THE GERMAN RESEARCH UNIVERSITYTHE GERMAN RESEARCH UNIVERSITY

Wilhelm von HumboldtWilhelm von Humboldt (1767-1835) (1767-1835) * Wissenschaft als Beruf, reine * Wissenschaft als Beruf, reine

WissenschaftWissenschaft * Lernfreiheit und Lehrfreiheit* Lernfreiheit und Lehrfreiheit * Unity of Teaching and Research* Unity of Teaching and Research ((Einheit der lehre und forschungEinheit der lehre und forschung))

University of Berlin (1816): University of Berlin (1816): Ordentliche Ordentliche Professoren, Ausserordentliche Professoren, Professoren, Ausserordentliche Professoren, PrivatdozendenPrivatdozenden

The German Doctorate: The German Doctorate: Master-Apprentice Master-Apprentice relationshiprelationship

THE AMERICAN ACADEMIC PILGRIMAGE TO THE AMERICAN ACADEMIC PILGRIMAGE TO GERMANYGERMANY

((peregrinatio academicaperegrinatio academica)) Of the international academic mobility that took place in Of the international academic mobility that took place in

the nineteenth and the early twentieth centuries, none the nineteenth and the early twentieth centuries, none had more far-reaching consequences than that which had more far-reaching consequences than that which involved American students who went to study in involved American students who went to study in German universities. Benjamin Franklin (1706-1790) German universities. Benjamin Franklin (1706-1790) was the first American to visit a German university, was the first American to visit a German university, Gottingen in 1766. Gottingen in 1766. Between 1815 and 1914, there Between 1815 and 1914, there was an extraordinary migration of about 10,000 was an extraordinary migration of about 10,000 American students to Germany.American students to Germany. Students from Students from Harvard, Yale, and other universities on the East Coast Harvard, Yale, and other universities on the East Coast started to go to Germany in increasing numbers. started to go to Germany in increasing numbers. Gottingen, Berlin and Heidelberg were favorite Gottingen, Berlin and Heidelberg were favorite destinations. In the year 1890, American students destinations. In the year 1890, American students accounted for 21.9 percent of the enrollment at accounted for 21.9 percent of the enrollment at Gottingen. Thus, from about the middle of the Gottingen. Thus, from about the middle of the nineteenth century on, the German research university nineteenth century on, the German research university model permeated American higher education,model permeated American higher education, effectively effectively diminishing British influencesdiminishing British influences..

THE AMERICAN ACADEMIC PILGRIMAGE TO THE AMERICAN ACADEMIC PILGRIMAGE TO GERMANYGERMANY

Daniel Coit GilmanDaniel Coit Gilman (1813-1908(1813-1908) was the first president of ) was the first president of Johns Johns HopkinsHopkins. Before becoming president, he toured German universities . Before becoming president, he toured German universities to recruit staff and learn about their organization. to recruit staff and learn about their organization. William Rainey William Rainey Harper (1856-1906Harper (1856-1906), the first president of the ), the first president of the University of University of ChicagoChicago, designed the new institution with an English-style , designed the new institution with an English-style undergraduate college and a German-style research institute. undergraduate college and a German-style research institute. Granville Stanley Hall (1844-1924),Granville Stanley Hall (1844-1924), the first president of the first president of Clark Clark UniversityUniversity, had studied psychology in Germany. He set up the first , had studied psychology in Germany. He set up the first psychology laboratory at Johns Hopkins before he moved on to Clark psychology laboratory at Johns Hopkins before he moved on to Clark where he pioneered the quarter system and introduced extension where he pioneered the quarter system and introduced extension programs. programs. Charles William Eliot (1834-1926)Charles William Eliot (1834-1926) served as the served as the president of president of Harvard Harvard between 1869 and 1909. He had studied between 1869 and 1909. He had studied chemistry in Germany for two years, beginning in 1863. During his chemistry in Germany for two years, beginning in 1863. During his term as Harvard’s president, he initiated the elective system, term as Harvard’s president, he initiated the elective system, founded the graduate school, and instituted strict requirements for founded the graduate school, and instituted strict requirements for admission and graduation.admission and graduation.

Thus, by the beginning of the twentieth century, American Thus, by the beginning of the twentieth century, American universities had transferred and adapted the German research universities had transferred and adapted the German research university model to build what would grow into the largest (until university model to build what would grow into the largest (until recently overtaken by China) and, by any measure, the best higher recently overtaken by China) and, by any measure, the best higher education system in the world today.education system in the world today.

THE AMERICAN Ph.D.THE AMERICAN Ph.D.

First academic units for research First academic units for research and graduate studies:and graduate studies:

- The Lawrence School at Harvard, - The Lawrence School at Harvard, 1840s1840s

- The Sheffield School at Yale, - The Sheffield School at Yale, first American first American

Ph.D. in 1861Ph.D. in 1861

-The first graduate school, Cornell -The first graduate school, Cornell 18681868

THE AMERICAN Ph.D.THE AMERICAN Ph.D.

The earliest doctoral degrees The earliest doctoral degrees (theology- Divinitatis Divinitatis Doctor Doctor (DD),(DD), philosophy- - Philosophiae Doctor Philosophiae Doctor (Ph.D.)(Ph.D.) and medicine - and medicine - Medicinæ Doctor Medicinæ Doctor (MD)(MD) reflected the reflected the historical separation of all university study into these historical separation of all university study into these three fields. Studies outside of medicine and theology three fields. Studies outside of medicine and theology were then called "philosophy", natural philosophy and were then called "philosophy", natural philosophy and moral philosophy, but are now classified as natural moral philosophy, but are now classified as natural sciences and social sciences and humanities. However sciences and social sciences and humanities. However this usage survives in the degree of Doctor of Philosophy.this usage survives in the degree of Doctor of Philosophy.

The American Ph.D. now comprises advanced coursework, The American Ph.D. now comprises advanced coursework, qualifying examinations, preliminary research proposal, qualifying examinations, preliminary research proposal, and a dissertation based on original research work. and a dissertation based on original research work.

Professional doctoral degreesProfessional doctoral degrees are those outside the are those outside the Ph.D., and now include Ph.D., and now include DD, MD, JD, Ed.DDD, MD, JD, Ed.D., and others. ., and others. Such degrees usually include coursework and research Such degrees usually include coursework and research training with a professional emphasis and are similar in training with a professional emphasis and are similar in structure to Ph.D. programsstructure to Ph.D. programs. .

THE AMERICAN Ph.D.THE AMERICAN Ph.D.Altbach, P.G. 2006. Doctoral education: Present realities and Altbach, P.G. 2006. Doctoral education: Present realities and future trends. In future trends. In International handbook of higher education International handbook of higher education pt.1 (2 pts.), ed. J. J. F. Forest and P. G. Altbach, 121-39 (2 pt.1 (2 pts.), ed. J. J. F. Forest and P. G. Altbach, 121-39 (2 parts). parts). Dordrecht, the Netherlands: SpringerDordrecht, the Netherlands: Springer.. In the United States, in 2010, 430,569 students In the United States, in 2010, 430,569 students

were working at the doctoral level (Ph.D.) in all were working at the doctoral level (Ph.D.) in all fields. In 2010, 59,472 doctoral (Ph.D.) degrees fields. In 2010, 59,472 doctoral (Ph.D.) degrees were awarded.were awarded.

Russia has/had a two-tiered structure: Russia has/had a two-tiered structure: Kandidat Kandidat Nauk Nauk and and Doktor Nauk. Doktor Nauk. The first one was The first one was considered equivalent to the Ph.D., and the considered equivalent to the Ph.D., and the second was a sort of “higher doctorate” second was a sort of “higher doctorate” awarded by the awarded by the Akademia Nauk. Akademia Nauk. In 2002, In 2002, 136,242 students were enrolled in doctoral 136,242 students were enrolled in doctoral programs. Russia is now a signatory to the programs. Russia is now a signatory to the Bologna Process, and as such she has to Bologna Process, and as such she has to transform her degree system into the American transform her degree system into the American BS/MS/Ph.D. System together with all other BS/MS/Ph.D. System together with all other European countries.European countries.

THE U.S. GRADUATE-LEVEL ENROLLMENT 2010THE U.S. GRADUATE-LEVEL ENROLLMENT 2010

Total Doctoral * Master’s Total 1,746,628 430,569

1,310,063 Arts and Humanities 105,503 41,383 64,120 Bio. and Agricul. Sci. 78,771 46,027 32,744 Business 266,471 13,805 252 666 Education 335,867 57,047 278 687 Engineering 124,312 50,250 74,062 Health Sciences 160,338 36,099 124,239 Math. and Comp. Sci. 65,871 21,736 44,135 Phys. and Earth Sci.. 48,579 34,781 13,798 Pub. Adm. and Ser v. 65,423 4,913 60,510 Soc. and Behav. Sci. 137,344 55,402 81,942 Other Fi elds** 99,169 14,147 84,626

* Excludes M.D and JD** Includes architecture, environmental design and city and regional

planning(Source: www.cgsnet.org)

GRADUATE-LEVEL PROFESSIONAL DEGREES GRADUATE-LEVEL PROFESSIONAL DEGREES IN THE UNITED STATESIN THE UNITED STATES

MEDICINE 2010MEDICINE 2010 * 70,070 students enrolled in MD programs* 70,070 students enrolled in MD programs * 16,838 graduates* 16,838 graduates * 4,963 students enrolled in MD/Ph.D. * 4,963 students enrolled in MD/Ph.D.

programsprograms * 534 graduates in 2009* 534 graduates in 2009(Source: www.aamc.org)(Source: www.aamc.org) LAW 2010LAW 2010 * * 117, 451 students enrolled in JD programs117, 451 students enrolled in JD programs * 32.597 graduates* 32.597 graduates * LL.B. (* LL.B. (lex, legis baccalaureuslex, legis baccalaureus) is not ) is not

offered in the United Statesoffered in the United States(Source: www.americanbar.org)(Source: www.americanbar.org)

DOCTORAL-LEVEL DEGREES IN DOCTORAL-LEVEL DEGREES IN ARCHITECTURE ARCHITECTURE

Ph. D. in architecturePh. D. in architecture: : is a research is a research degree appropriate for those seeking degree appropriate for those seeking careers in teaching and scholarship in careers in teaching and scholarship in architecture and its related areas, or in architecture and its related areas, or in roles in government or professional roles in government or professional consultation that require depth in consultation that require depth in specialization and experience in research- specialization and experience in research- usually interdisciplinary.usually interdisciplinary.

Doctor of architecture (D. Arch.): Doctor of architecture (D. Arch.): There is There is an ongoing debate to consolidate all an ongoing debate to consolidate all architecture degrees to one, professional architecture degrees to one, professional D.Arch, similar to Law curriculum's LL.B D.Arch, similar to Law curriculum's LL.B to JD upgrade.to JD upgrade.

DOCTORAL-LEVEL DEGREES IN ARTSDOCTORAL-LEVEL DEGREES IN ARTS

Ph.D. in arts educationPh.D. in arts education is the standard requirement to be an is the standard requirement to be an assistant professor of art education.assistant professor of art education.

Ph. D. in artsPh. D. in arts is currently replacing Master of Fine Arts is currently replacing Master of Fine Arts (MFA) as a requisite to enter academia. For example: in the (MFA) as a requisite to enter academia. For example: in the Slade School of Fine Arts part of University College London, Slade School of Fine Arts part of University College London, three options are offered:three options are offered:

* * Practice-ledPractice-led: a thesis of studio practice that makes an : a thesis of studio practice that makes an original contribution to knowledge plus a written report of original contribution to knowledge plus a written report of 15,000-40,000 words (or 10,000-20,000 words for the 15,000-40,000 words (or 10,000-20,000 words for the MPhil). MPhil).

* * Practice-relatedPractice-related: a written thesis of 60,000-80,000 words : a written thesis of 60,000-80,000 words with studio practice that together make an original with studio practice that together make an original contribution to knowledge (or 35,000-45,000 words for the contribution to knowledge (or 35,000-45,000 words for the MPhil). MPhil).

* * Written thesis onlyWritten thesis only: a written thesis of 80,000-100,000 : a written thesis of 80,000-100,000 words that makes an original contribution to knowledge (or words that makes an original contribution to knowledge (or 50,000-60,000 words for the MPhil).50,000-60,000 words for the MPhil).

Doctor of Fine ArtsDoctor of Fine Arts is usually an honorary degree, but is is usually an honorary degree, but is also offered in some institutions to holders of MFA.also offered in some institutions to holders of MFA.

Doctor of Music (D.Mus.)Doctor of Music (D.Mus.) students complete advanced students complete advanced studies in one of typically three musical areas: performance studies in one of typically three musical areas: performance (including conducting); musical composition or musicology. (including conducting); musical composition or musicology.

GRADUATE-LEVEL STUDIES IN GRADUATE-LEVEL STUDIES IN TURKEYTURKEY

HISTORICAL NOTESHISTORICAL NOTES

First Ottomans with doctoral degrees: Joseph First Ottomans with doctoral degrees: Joseph Zanni (1876, Germany); Halil Edhem Eldem Zanni (1876, Germany); Halil Edhem Eldem (1885, Switzerland); Mehmet Arif Beylikçi (1885, Switzerland); Mehmet Arif Beylikçi (1891, Germany); all in chemistry(1891, Germany); all in chemistry

French, German, Austrian and English French, German, Austrian and English professors in Darülfünun and other schoolsprofessors in Darülfünun and other schools

German professors especially from 1915, and German professors especially from 1915, and French professors from 1919 onFrench professors from 1919 on

1928: Law No.1416 to send students abroad; 1928: Law No.1416 to send students abroad; first 13 doctoral degrees in natural sciences, first 13 doctoral degrees in natural sciences, mostly in Germany, some in France mostly in Germany, some in France

1934: Law No. 2557; and 1944: Law No. 1934: Law No. 2557; and 1944: Law No. 4635: to employ foreign faculty members4635: to employ foreign faculty members

HISTORICAL NOTESHISTORICAL NOTES

1934: Doctoral degree or two bachelor degrees 1934: Doctoral degree or two bachelor degrees in different areas required for appointment as in different areas required for appointment as an associate professor in İstanbul University; an associate professor in İstanbul University;

46 doctoral degrees supervised by Germans in 46 doctoral degrees supervised by Germans in 1933-19461933-1946

First doctoral degree in Turkey, 1937: Nüzhet First doctoral degree in Turkey, 1937: Nüzhet Toydemir, astronomy; supervised by E. F. Toydemir, astronomy; supervised by E. F. FreundlichFreundlich

1946, Law No. 4936: faculty members required 1946, Law No. 4936: faculty members required to engage in research supervisionto engage in research supervision

First doctoral degree in ITU, 1949: Talat First doctoral degree in ITU, 1949: Talat Erben, chemistry; supervised by Prof. İ. Erben, chemistry; supervised by Prof. İ. CıvaoğluCıvaoğlu

HISTORICAL NOTESHISTORICAL NOTES

First doctoral degree in Architecture: First doctoral degree in Architecture: E. Altan Öke, 1961, ITU, supervised by E. Altan Öke, 1961, ITU, supervised by Prof. Kemali SöylemezoğluProf. Kemali Söylemezoğlu

Prior to that, 3 “equivalency” awarded Prior to that, 3 “equivalency” awarded for appointment as associate professor, for appointment as associate professor, based on published books/pamphlets; based on published books/pamphlets; first one in 1949 to Gazanfer Beken first one in 1949 to Gazanfer Beken under Prof. P. Bonatzunder Prof. P. Bonatz

GRADUATGRADUATE LEVEL E LEVEL STUDIES STUDIES

IN IN TURKEY TURKEY MASTER MASTER LEVELLEVEL

1,099

1,473

1,831

2,184

3,450

3,405

3,332

3,847

4,191

4,326

4,620

5,056

5,415

8,070

7,548

8,329

8,518

7,943

9,556

13,719

16,433

21,850

24,009

27,734

31,871

28,758

33,589

47,419

9,059

11,215

12,285

14,078

16,919

18,186

22,469

25,017

30,632

33,463

35,820

41,064

49,887

51,335

49,179

50,986

53,553

65,076

73,533

82,484

90,333

92,862

112,089

108,998

104,097

109,845

140,043

126,378

1982-1983

1983-1984

1984-1985

1985-1986

1986-1987

1987-1988

1988-1989

1989-1990

1990-1991

1991-1992

1992-1993

1993-1994

1994-1995

1995-1996

1996-1997

1997-1998

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

Enrollment

Graduates

GRADUATE-LEVEL STUDIES IN TURKEYGRADUATE-LEVEL STUDIES IN TURKEYMASTER-LEVELMASTER-LEVEL

ENROLLMENTENROLLMENT GRADUATESGRADUATES

2011 126,368 2011 126,368 47,419 47,419

1984 9.059 1984 9.059 1.473 1.473

GRADUATGRADUATE LEVEL E LEVEL STUDIES STUDIES

IN IN TURKEY TURKEY

DOCTORADOCTORAL LEVELL LEVEL

676

805

522

504

812

631

793

1,008

1,446

1,365

1,368

1,466

1,620

2,114

1,880

2,364

2,577

2,124

1,985

2,472

2,815

2,680

2,838

2,594

3,357

3,757

4,361

4,684

4,336

5,577

5,443

6,702

7,749

8,921

10,630

11,748

12,883

13,987

14,791

16,066

19,718

19,473

20,038

20,412

19,587

21,789

22,565

23,228

24,891

27,393

32,575

33,834

34,916

35,946

44,768

42,760

1982-1983

1983-1984

1984-1985

1985-1986

1986-1987

1987-1988

1988-1989

1989-1990

1990-1991

1991-1992

1992-1993

1993-1994

1994-1995

1995-1996

1996-1997

1997-1998

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

Enrollment

Graduates

GRADUATE-LEVEL STUDIES IN TURKEYGRADUATE-LEVEL STUDIES IN TURKEYDOCTORAL-LEVELDOCTORAL-LEVEL

ENROLLMENTENROLLMENT GRADUATESGRADUATES

2011 43,405 2011 43,405 4,684 4,684

1984 6.185 1984 6.185 996 996

GRADUATGRADUATE LEVEL E LEVEL STUDIES STUDIES

IN IN TURKEY TURKEY MEDICAL MEDICAL

SPECIALTY SPECIALTY TRAININGTRAINING

1,002

996

1,299

1,437

1,825

1,595

1,433

1,460

905

2,073

2,302

2,323

2,116

2,263

2,588

2,558

2,408

2,939

3,588

2,448

2,283

3,223

3,921

5,101

6,185

7,109

7,566

7,747

8,219

8,831

9,409

9,869

6,693

11,012

10,211

11,193

10,914

12,318

13,454

14,148

15,892

17,010

17,017

19,070

20,943

20,662

21,964

20,671

1986-1987

1987-1988

1988-1989

1989-1990

1990-1991

1991-1992

1992-1993

1993-1994

1994-1995

1995-1996

1996-1997

1997-1998

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

Enrollment

Graduates

GRADUATE-LEVEL STUDIES IN TURKEYGRADUATE-LEVEL STUDIES IN TURKEYMEDICAL SPECIALTY TRAININGMEDICAL SPECIALTY TRAINING

ENROLLMENTENROLLMENT GRADUATESGRADUATES

2011 20,671 2011 20,671 5,101 5,101

1988 6.185 1988 6.185 996 996

THE TURKISH. GRADUATE-LEVEL ENROLLMENT 2011THE TURKISH. GRADUATE-LEVEL ENROLLMENT 2011

Total Doctoral Master’s

Total 190,444 64,076 126,368

Humanities 15,852 4,757 15,862 Arts 6,357 1,585 4,772 Agricul. & Vet. Med. 6,461 2,163 4,298 Bus. & Adm. 36,362 5,307 31,055 Journ. & Inf. 1,044 337 707 Law 6,097 1,346 4,751 Education 19,949 4,101 15,848 Engineering 23,310 6,441 16,869 Arch. & Ct. Pl. 3,730 992 2,738 Health & Welfare 6,513 3,192 3,321 Sci., Math. & Comp. 27,585 8,652 18,933 Soc. & Behav. Sci. 14,160 3,774 10,386 Services 604 329 275 Other Fields 1,145 467 678 Total Ph.D. & Art. Prf. ---- 43,405 ----

Medical Sp. Trg. ---- 20,671 ----

GRADUATE-LEVEL STUDIES IN TURKEYGRADUATE-LEVEL STUDIES IN TURKEYARCHITECTUREARCHITECTURE

MASTER’SMASTER’S

ENROLLMENTENROLLMENT GRADUATESGRADUATES

2011 2,862 5302011 2,862 530

1984 460 981984 460 98DOCTORALDOCTORAL

ENROLLMENTENROLLMENT GRADUATESGRADUATES

2011 1,052 962011 1,052 96

1984 325 161984 325 16

GRADUATE-LEVEL STUDIES IN TURKEYGRADUATE-LEVEL STUDIES IN TURKEYARTSARTS

MASTER’SMASTER’S

ENROLLMENTENROLLMENT GRADUATESGRADUATES

2011 3,088 8702011 3,088 870

1984 101 41984 101 4DOCTORALDOCTORAL

ENROLLMENTENROLLMENT GRADUATESGRADUATES

2011 1,052 962011 1,052 96

1984 39 1091984 39 109

SCIENTIFICSCIENTIFICPUBLICATIONPUBLICATION

SS

249

226

267

332

371

344

449

378

401

439

415

532

550

636

720

882

1,015

1,169

1,464

1,587

1,902

2,471

3,108

3,530

4,119

4,742

6,359

7,889

9,664

12,751

14,371

16,718

18,928

21,961

22,995

24,916

1974

1975

1976

1977

1978

1979

1980

1981

1982

1983

1984

1985

1986

1987

1988

1989

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

All publications in SCI, SSCI and AHCI

UNESCO UNESCO SScience cience RReport eport 20052005

““The number of scientific articles published The number of scientific articles published by Turkish scientists in world-renowned by Turkish scientists in world-renowned journals trebled between 1997 and 2002, as journals trebled between 1997 and 2002, as scanned by the SCI, SSCI and AHCI. By scanned by the SCI, SSCI and AHCI. By 2002, there were 148 scientific publications 2002, there were 148 scientific publications per million population, representing a per million population, representing a spectacular growth rate of more than 500% spectacular growth rate of more than 500% over the decade. As a result, Turkey moved over the decade. As a result, Turkey moved from 37th place in 1992 in world rankings of from 37th place in 1992 in world rankings of the most productive nations for scientific the most productive nations for scientific publications to 22nd place in 2002.publications to 22nd place in 2002.””

INTERNATIONAL INTERNATIONAL COMPARISONSCOMPARISONS

GROSS GRADUATION RATES, % OF THE AGE COHORT, GROSS GRADUATION RATES, % OF THE AGE COHORT, 2005 (OECD EAG 2007, Table A3.1, p. 67)2005 (OECD EAG 2007, Table A3.1, p. 67)

0.1

0.1

0.2

0.3

0.7

0.7

0.7

0.9

0.9

1.0

1.0

1.0

1.1

1.1

1.2

1.2

1.2

1.2

1.2

1.3

1.3

1.3

1.3

1.3

1.5

1.5

1.7

1.9

2.0

2.0

2.0

2.2

2.4

2.6

3.1

Mexico

Chile

Turkey

Iceland

Greece

Hungary

Estonia

Japan

Poland

Italy

Norway

Spain

Korea

New Zealand

Belgium

Czech Rep.

Denmark

Ireland

Slovenia

Slovak Rep.

USA

OECD Avg.

Brazil

Israel

Netherlands

EU 19 Avg.

Australia

Russia

Austria

Finland

UK

Sweden

Germany

Portugal

Switzerland

DOCTORAL DOCTORAL LEVEL LEVEL GROSS GROSS

GRADUATIOGRADUATION RATES, N RATES, % OF THE % OF THE

AGE AGE COHORT, COHORT,

2009 2009 (OECD EAG (OECD EAG

2011, TABLE 2011, TABLE A3.3A3.3))

0.10.1

0.20.2

0.40.4

0.70.7

0.80.8

0.91.01.0

1.11.21.2

1.31.3

1.41.41.41.4

1.51.51.5

1.61.61.61.6

1.92.0

2.12.2

2.52.5

2.73.0

3.4

ArgentinaIndonesia

ChileMexico

BrazilTurkeyGreeceIcelandPolandEstonia

HungarySpain

ItalyJapanKorea

CanadaIsrael

BelgiumRussia

IrelandCzech Rep.

New ZealandOECD Avg.

SloveniaFrance

NetherlandsUSA

DenmarkNorway

AustraliaAustria

UKSlovak Rep.

GermanyFinland

PortugalSweden

Switzerland

EUROPEAN INNOVATION SCOREBOARD, SUMMARY INNIVATION INDEX (SII) EUROPEAN INNOVATION SCOREBOARD, SUMMARY INNIVATION INDEX (SII) 20072007

Comparative Analysis of Innovation Performance, Maastricht Economic and Comparative Analysis of Innovation Performance, Maastricht Economic and Social Research Training Center on Innovation and Technology (UNU-MERIT), Social Research Training Center on Innovation and Technology (UNU-MERIT),

February 2008, Figure 1, p.5February 2008, Figure 1, p.5

0.09

0.18

0.19

0.23

0.23

0.24

0.25

0.25

0.26

0.26

0.27

0.29

0.31

0.33

0.33

0.35

0.36

0.36

0.37

0.44

0.45

0.47

0.47

0.48

0.48

0.49

0.53

0.55

0.57

0.59

0.6

0.61

0.62

0.64

0.73

Turkey

Romania

Latvia

Bulgaria

Croatia

Poland

Portugal

Slovak Rep.

Greece

Hungary

Lithuania

Malta

Spain

Cyprus

Italy

Slovenia

Australia

Czech Republic

Estonia

Canada

EU27 Avg.

Belgium

France

Austria

Ntherlands

Ireland

Luxembourg

USA

UK

Germany

Japan

Denmark

Israel

Finland

Sweden

REINVENTING THE AMERICAN HIGH SCHOOL FOR REINVENTING THE AMERICAN HIGH SCHOOL FOR THE 21st CENTURY. THE 21st CENTURY.

Association for Career and Technical Education (ACTE), Association for Career and Technical Education (ACTE), January 2006, p.5January 2006, p.5

““Related to this change of expectations Related to this change of expectations in the workplace, the demand for in the workplace, the demand for workers with postsecondary degrees workers with postsecondary degrees and certifications has been growing. and certifications has been growing. Jobs that require an Jobs that require an associate’s associate’s degreedegree are growing the fastest are growing the fastest during the first decade of the 21st during the first decade of the 21st century, and those requiring century, and those requiring Ph.D.’sPh.D.’s at the second fastest rate.”at the second fastest rate.”

GLOBAL COMPETITIVENESS REPORT 2007-2008GLOBAL COMPETITIVENESS REPORT 2007-2008TURKEY’S SCORE CARDTURKEY’S SCORE CARD

http://www.gcr.weforum.org:80http://www.gcr.weforum.org:80

GLOBAL COMPETIVENESS INDEX Rank 53/131 Score 4.25/7.00GLOBAL COMPETIVENESS INDEX Rank 53/131 Score 4.25/7.00* Subindex A: Basic Requirements 63 4.44* Subindex A: Basic Requirements 63 4.44 - Institutions 55 4.13- Institutions 55 4.13 - Infrastructure 59 3.68- Infrastructure 59 3.68 - Macroeconomic Stability 83 4.66- Macroeconomic Stability 83 4.66 - Health and Primary Education 77 5.31- Health and Primary Education 77 5.31* Subindex B: Efficiency Enhancers* Subindex B: Efficiency Enhancers 51 4.36 51 4.36 - - Higher Education and Training 60 4.05Higher Education and Training 60 4.05 - Goods and Markets Efficiency 43 4.54- Goods and Markets Efficiency 43 4.54 - Labor Market Efficiency 126 3.60- Labor Market Efficiency 126 3.60 - Financial Market Sophistication 61 4.40- Financial Market Sophistication 61 4.40 - Technological Readiness 53 3.39- Technological Readiness 53 3.39 - Market Size 18 4.97- Market Size 18 4.97* Innovation and Sophistication Factors 48 3.90* Innovation and Sophistication Factors 48 3.90 - Business Sohistication 41 4.45- Business Sohistication 41 4.45 - Innovation 53 3.36- Innovation 53 3.36

END OF PRESENTATIONEND OF PRESENTATION

Thank you for your attention.Thank you for your attention.