How does Turkey compare internationally?

Turkey performs better than most other EECA countries in reading, maths and science.

However, Turkey still lags behind most OECD countries.

Education outcomes are more equitable in Turkey than internationally, but gaps still exist

Socio-economically advantaged students and girls perform better than socio-economicaly disadvantaged students and boys.

Policies are needed to help all students succeed.

Educational spending in Turkey is low by regional and international benchmarks

Turkey performs better than expected given its level of funding.

However, its expenditure on education is far less than the OECD average. More spending could contribute to even better outcomes.

Educational resourcing in Turkey is more inequitable than international benchmarks

Principals reported greater concerns about resource shortages in:

  • Schools with more disadvantaged students

These trends are also seen across EECA and OECD countries.

Students in Turkey spend less time in class than students internationally

Students spent roughly one hour less per week in class than students across the OECD.

Spending more time in class can be related to higher performance.

Students in Turkey are more likely to be truant than students internationally

63% of students skipped class or skipped school in the previous two weeks.

Truancy is related to lower academic performance and can lead to high risk behaviour such as dropout.

Teaching practices in Turkey differ from international benchmarks

Compared to the average across OECD countries:

  • Teachers in Turkey use more teacher-directed instruction (e.g. lecturing to classes).

The practices commonly used by teachers in Turkey are associated with lower reading scores

More teacher-directed instruction is generally associated with lower reading performance and more adaptive instruction is generally associated with higher reading performance.

Fewer teachers in Turkey participate in professional development compared to international benchmarks

Professional development can be important to help teachers continuously improve, but only 28% of teachers in Turkey participated in the last three months.