Suchergebnisse

This Selected Issues paper examines the external imbalance situation in Turkey. Turkey's current account deficit is expected to remain elevated at about 5.5 to 6 percent of GDP through 2019. Reducing the deficit to a more sustainable level about 2.5 to 3 percent of GDP should be a key policy priority. Applying the Global Integrated Monetary and Fiscal Model, the paper quantifies the impact of four different approaches in reducing the current account deficit. The analysis shows that policies that directly increase private or public savings can reduce the external imbalance without reducing priv

This collection of previously out-of-print titles examines the state of Turkey in both its Ottoman and modern incarnations. Radical politics are detailed alongside constitutional democracy, as well as Ottoman politics and history.

WOS: 000488075600012 ; Bridging Asia and Europe in geography and culture, Turkey assumes a special role and unique position for South East Europe. Since its foundation in 1923, it has developed into the "18th largest economy in the world" (The World Bank, 2015, "Turkey Overview"). According to 2016 data, Turkey has a population of about 79 million with a median age of 31.0 years (Turkish Statistical Institute, 2016), which makes provision of educational services a critical public service for the country's economic and social development and realizing its transition into a knowledge society (Yilmaz,2012). However, a digital divide between Turkey and the European Union as a direct neighbor exists (Yilmaz, 2012). Hence, providing quality education has been one of the top priorities in Turkey in its struggle to accomplish both the transition to knowledge society and its economic goals. Educational provision simultaneously constitutes a central political and societal challenge.

This study of the education system of Turkey is part of the handbook "The education systems of Europe" which presents an analytical description of the education systems of all European countries, following common guidelines. The study begins with the historical and socio-cultural background of the Turkish educational system which is followed by the description of the organizational and administrative context of the current education system. The next step is the functioning of the current education system, beginning with a structural overview and followed by an analysis of the different levels of the education system, including, as a separate chapter, post-secondary and tertiary education. The country study ends with an analysis of current problems and discussions, and opens perspectives for further development. A diagram illustrating the structural scheme of the Turkish educational system is part of this article. (DIPF/Orig./Kie.).