Governmental Supports for Students in Turkey: Beneficiary Perspective on the Use of Financial and Social Support in Higher Education

Providing financial and social supports to students is a common policy practice in many countries. Scholarships and basic services (food, accommodation, transportation, free health services etc.) are the most common supports provided to students. Particularly developing countries which follow quantitative growth policies in higher education need more comprehensive student support systems. In developing countries both access to higher education and maintenance of the higher education degrees is a challenging task for students coming from disadvantaged segments of the society. Based on these arguments, this study aimed at revealing the perception of higher education level students about the effectiveness of the supports provided by different public institutions (central governments, municipalities, and their own universities) in their access to higher education, in facilitating their study experience, and in contributing to their employability after their study. This study was designed as a survey study. Financial and social support policies are particularly important for students who attend faculties of education. Large scale studies conducted with pre-service teacher candidates suggest that the students attending these faculties are coming from socio-economically disadvantaged segments of society. Given these contextual characteristics, this study was conducted among faculty of education students. Data from 773 students studying at ten different public universities in Turkey were collected. The results indicated that the students find the role of the public supports as extremely weak in their choices of the field (education) for higher education study and in facilitating their lives during their studies. Besides, the participants indicated a negative perception about the role of public support in their future employability after study. These results show that the utility of the public support system is extremely narrow in impacting the students’ lives in Turkey.


Travelling policies and contextual considerations: on threshold criteria
Nir, Adam; Kondakçı, Yaşar; Emil, Serap (Informa UK Limited, 2018-01-01)
Educational policy borrowing has become rather common in our globalised world. However, the literature lacks contextual criteria that may be employed by researchers and policy makers to assess the correspondence of a particular policy to the local context of a borrowing system. Based on a secondary analysis of documents and research reports, this paper describes the process of policy borrowing in the Israeli and Turkish educational systems. Discrepancies were found between the basic qualities of the borrowe...
Kalaycıoğlu, Beste; Bayırbağ, Mustafa Kemal; Department of Political Science and Public Administration (2022-2)
This study examines the educational reforms implemented in the JDP period in terms of social justice demand with a specific focus on the transition to higher education policies. It has been claimed that since the beginning of the 2000s, when policy-making practices were reshaped by neoliberalism, the application of populist discourse and an incremental policy-making model together marked the reforms implemented in the field of education in Turkey. The main motivation of the study is to question whether it i...
Differentiated Function of School in Socio-Culturally Disadvantaged Context: A Constructivist Grounded Theory Study from Turkey
Caliskan, Zuhal Zeybekoglu; Simsek, Hasan; Kondakçı, Yaşar (2017-09-01)
This study analyses the functioning of a school as a social system in an atypical context with the purpose of generating propositions to tackle educational problems confronted by socially and economically disadvantaged groups attending these schools. Adopting the constructivist grounded theory, the analysis suggests that there is a kind of “vicious cycle” in the functioning of this atypical school, which adversely affects the school system. Breaking the vicious cycle involves five basic propositions: (1) ma...
Voices of home and school on democracy and human rights education at the primary level: a case study
Gundogdu, Kerim; Yıldırım, Ali (Springer Science and Business Media LLC, 2010-12-01)
The purpose of this research was to investigate the perceptions of home and school concerning ideally implemented primary democracy and human rights education. In this qualitative study, data were collected from six voluntary classroom teachers and 16 parents in a selected school through interviews. The results of the interview yielded five major themes: physical and environmental issues, instructional process, teacher characteristics, assessment practices, and communication patterns for teaching democracy ...
Psychological wellbeing of Turkish university students with physical impairments: An evaluation within the stress-vulnerability paradigm
Koca-Atabey, Mujde; Karancı, Ayşe Nuray; Dirik, Gulay; Aydemir, Deniz (2011-01-01)
Generally, universities in developing countries offer little in the way of provisions and support (material, emotional, etc.) for disabled students. Therefore, disabled students experience considerable burdens and barriers in their educational life. This study investigated the psychological wellbeing of disabled Turkish university students by examining influences on stress-related growth and psychological distress. Disability is defined within the framework of a social model. According to this view, impairm...
Citation Formats
Y. Kondakçı, Y. İ. Oldaç, and H. H. Şenay, Governmental Supports for Students in Turkey: Beneficiary Perspective on the Use of Financial and Social Support in Higher Education. 2018, p. 348.