-
"BELTEK" PROJECT FOR THE TRAINING AND
EMPLOYABILITY OF WOMEN iN TURKEY
ERiŞEN YAVUZ
ÇELIKÖZ NADIR
ŞAHIN MEHMET
KAPlcıoôLu M. ÜsMAN KuRTKAN
ATAŞ SAIT
AKYOL CEMAL
GıRGIN ÇAGLA
Selcuk University, Turkey
This is a case study based on BELTEK, which is a training
organisation under Ankara metropolitan Municipality in Turkey.
BELTEK is one of the initiatives aiming to train women and help to
boost their employability. in this descriptive study, the goals,
structure, training activities for the training and employability
of women are put under discussion so that this study, based on
BELTEK, can bring out new suggestions and innovations addressing to
women as a disadvantageous group in the lifelong learning
process.
Keywords: further education, women education, employment of
women, lifelong leaming
Introduction
In our age, it is a generally accepted fact that "human" is the
most important and valuable investment tool for democratisation,
modemisation, development and competition. Nearly al] the nations
are giving more emphasis on policies and practices to this end. In
this context, "training and employment of women" is one of the
current issues under discussion. The fact that women, in nearly all
the countries, have a lower position compared to men has been
regarded as a major topic. Thus, "training and employment of women"
has been an indicator for the development level of the countries.
However, compared to other EU countries, the level of training and
employability is much lower in Turkey. This case is one of the
fundamental obstacles for national development and employability
rate; thus, it is regarded as a very important issue in the EU
process. Therefore, the training of women, their position and role
in their famil ies and labour force are of primary importance as
the major items of agenda to be discussed. If the training of
women, who make up of nearly half of the whole population and have
important roles for the future generations, draws sufficient
attention, it will not only help them to have self confidence and
esteem but also enable them to contribute to production, thus to
development, in parallel with their position in the society. There
are efforts in Turkey, in a fast transformation and improvement
phase, to train women and employ them. This has been in accord with
the accep-
666
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Beltek Project... /667
tance of "lifelong learning" as an efficientfactor in formal or
state organisations aswell as in informal or
non-governmentaltraining organisations.
Training and employment are amongmajor indications of "Human
Develop-ment Reports", which was firstly issuedby UNDP in 1990.
Training and employ-ment status of women are consideredwithin
significant indications. It is knownto most of us that there is a
close relationbetween well-educated human force anddevelopment
levels of countries in everyfield. In order to compete in a global
world,every country should make more invest-ment into the training
of society. In fact,globalisation, competition, emphasis onquality,
rapid changes and improvementsin technology, modernization,
andimprovement in democracy demand for anincrease in the productive
employment,and an increase in unemployment at a largeextent has
directed the focus on the train-ing requiring a higher rate of
womenparticipation into work force.
The aim of this study is to examine theproject of BELTEK, which
is regarded asa sample practice dealing with the deter-mination of
the position of women,comprising nearly half of the population
ofTurkey and the examination of the rela-tionship between training
and employmentover training, which is of great importancefor social
improvement, development, wel-fare and democracy throughout the
world.
An Overlook to the Training andEmployment of Women in
IXirkey
"Investing into the training and educa-tion of women is one of
the tools to obtain
sustainable development and economicalgrowth as well as higher
social and eco-nomical profit" (Ka.Der, 2003). In a woridwith a
rapid globalisation, achievement ofan economical growth seems to be
impos-sible in the countries that cannot obtainsocial development
adequately. Trainingand employment of women have been sig-nificant
determinants of social andeconomical development recently.
Repub-lic of Turkey has put an emphasis on theimprovement of the
status of women, ingeneral, and on the education of womenand girls,
in particular, by signing inter-national documents in addition to
carryingout the reforms related with this issue fromits
establishment onwards. Article 10 ofConvention of Eliminating
DiscriminationAgainst Women (CEDAW), which is oneof these documents
signed in 1985,requires "... taking all precautions need-ed for the
elimination of everydiscrimination against women in order
thatcountries being a party guarantee to makethem have equal rights
with men at edu-cation..". According to Beijing Action Planissued
following Fourth Conference ofWorld Women gathered in Beijing as
theconference of commitments in 1995 andsigned by Turkey as well,
inequality andshortages of training and education areunder the
responsibility of governments,nongovernmental organizations,
privatesector and international community and isone of 12 critical
fields where society iscalled to make strategic actions. Besides
allthese. World Declaration of Education forEverybody (Jomtien -
Tayland, 1990),Action Platform of International HumanRights
Conference (Vienna, 1993) and
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668 / Education Vol. 130 No. 4
Action Plan for International Developmentand Population
Conference (Cairo, 1994)are the documents signed by Turkey.
In the first 10 years following the estab-lishment of Turkish
Republic, there becamea great development by both forming amodem
organization of state and creatinga reconstruction process of
Turkish soci-ety. The most important change affectingTurkish women
directly is the acceptanceof "the Law of Combination of
Instruc-tion", issued in 1924 and aiming atgathering education
under one umbrella. Inthat way, women obtained the right of
edu-cation, which is the most basic right ofcitizenship. In Turkey,
where basic edu-cation is compulsory from theestablishment of the
republic onwards, therate of literacy, which was only 10% withthe
acceptance of Turkish alphabet in 1928,started to increase for both
man andwomen. Making our woman benefit fromevery stage and field of
education withoutconsidering gender is emphasized at "BasicLaw for
National Education" under no1739. On the other hand, the principle
ofequality in education is included in Arti-cle 10 and 40 of the
Constitution of 1982(Çetin,2003).
Despite the fact that all kinds of edu-cational rights were
granted to women inthe period of republic, there have still beenso
many problems over enabling womenbenefit from educational
opportunities andfundamental shortages in education, andthese
problems still exist, with an excep-tion of some positive
improvements ineducational indications dealing withwomen.
As an example, in the earliest years of
the Republic, in 1935, literacy rate of allpopulation in Turkey
was 19.3%, but only9.81 % of it was of women. Thanks to
greatefforts, 55 years after this data, literacyrate of adults
throughout the countryreached 78.4% in total, being 67.4 %
forwoman, based on the data of 1990. In theyear 2006, adult
literacy rate reached88.1% in the nationwide and it was 80.4%for
women (TUÎK, 2008). But 20% of adultwomen population is still
illiterate. Whenwe examine the rates of schooling in for-mal
education in 2006, which is one of themost important indicators of
education forwomen, it is remarkable that 87.16% ofwomen were
schooled at primary level andit was 51.95% at secondary level, but
therate was only 17.41% at higher educationlevel (MNE, 2009). In
addition, accordingto the data of 1998, in terms of the yearwhen an
average education is given, whichis considered to be a significant
indicator,women in Turkey have a five-year educa-tion on average
(TUÍK, 2008).
As is clear, even though the number ofthose educational
opportunities and thosebenefiting from them have increased,
theeducation granted to woman is not at sucha level as to
accelerate the change andimprovement in the society and to make
herjoin in production in a more effective way.An improvement in the
educational levelof woman should be regarded as one ofthe
indicators of development. The con-tribution of an educated woman
intoworkforce is higher compared to that ofan uneducated one and it
leads to a remark-able increase in the economical resourcesof
countries.
Woman in industrialized and pre-indus-
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Beltek Project... /669
try communities have been involved insuch economical activities
and workforce,known as value-creating jobs and efforts.There is a
unanimous belief that partici-pation of women into workforce
variesdepending on location, time and condi-tions and that it is
currently in a significantprocess of change. "The Case Report
forWomen Employment in Turkey" (Ya§ar,2007) shows that woman
employmentdecreases in Turkey while it increasesthroughout the
world. According to thereport, the number of women not
partici-pated in the workforce between the years1995 and 2005
increased to 276000. It isindicated that only one out of four
womenworks and that a fourth of working peopleis composed of women.
In addition, thefollowing were also determined in thereport: woman
is considered to be respon-sible for housework and child care due
todivision of labour based on social role inTurkey. Such a case is
one of the reasonshindering women from taking place inworkforce.
The fact that the jobs allocat-ed to women are limited, the
workingconditions are heavy and the prices are lowlead them to
think that working is not soattractive. While women employment
inthe past was higher in the rural area thanthat of urban area,
employability of womendecreases rapidly due to the decline in
theagricultural employment rate. The prob-lem of lack of employment
in Turkey isactually the problem of lack of women inworkforce. Even
though the rate of school-ing for women is lower than that of
men,the educational level of urban womanlabourers is higher. Women
in the ruralarea are employed in small family busi-
nesses at the expense of their education.The level of education
for women and heremployability can be considered in paral-lel with
each other. As it was emphasizedin the report, there is a close
relationbetween the educational opportunities andemployment
opportunities for women.
The rate of employability is lower com-pared to that of men in
Turkey. Accordingto the data of the State Statistics
Institute,while total rate of employability of womenin 1955 was
43%, it declined to 40.3% in1960, to 37.9 in 1965, 37.5% in
1970,35.2% in 1975,34.5% in 1990 and 24.8%in 2005. While the rate
of employability ofwomen in urban area was 19.3% in 2005,it was
33.7% in the rural area. The inequal-ity of gender in employment
rate in Turkeyis striking compared to the rates world-wide. The
rate of women employability ismore than 50% in the countries of
Euro-pean Union (Tokgöz, 2007; T.C. KadmmStatüsü Genel Müdüriügü,
2009). Turkeyranks around the lowest ones in OECDcountries (Hadler,
1993). Such factors asthe fact that men employability is
preferredat a higher level than that of women, thatwomen leave
agricultural sector owing tothe increase in migration from rural
areato urban life, that women cannot beemployed due to the fact
that they are une-ducated and inexperienced together withthe
migration from the rural area wherethey work at unpaid jobs, the
compulsoryeducation was increased from 5 years to 8years and the
number of woman enteringhigher education are some of the
factorsaffecting this case (Berber&Eser, 2008;Kücükkalay,
1998;). In addition, lack oftraining, knowledge and skills is
another
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670 / Education Vol. 130 No. 4
ditnensioti to be highlighted for the rela-tion between training
of women and theiremployment rate. According to the data
of2000,18.9% of working women in Turkeyare illiterate, and 53.1%
are graduates ofa primary school, 4.2% are graduates of asecondary
school, 12.3% of them are grad-uates of a high school and 11.5%
aregraduates of a university (Kayhan, 2005).Such a case requires
life - long trainingpractices not only for unemployed womenbut also
for employed ones. It is essentialto consider developing widespread
edu-cation that will enable women throughoutthe county to improve
in every aspect forsocial improvement and development.
Widespread education comprises allprogrammed educational
activities aimingat making people acquire knowledge, skillsand an
occupation, and supplying indi-vidual and social development. There
havebeen various widespread education choic-es for women in Turkey.
Some of them arePublic Education Centres within the Min-istry of
Education, General Directorate ofApprenticeship and Widespread
Educa-tion, Practical Art Schools for Girls withinGeneral
Directorate of Technical Educationfor Girls, Institutes of Maturing
and Voca-tional Courses, vocational courses withinGeneral
Directorate of Commerce andTourism Teaching, vocational courses
car-ried out by other ministries, writing andreading courses for
women and, some othercourses to provide tem with skills and
occu-pations, held by governmental ornon-governmental
organizations. In addi-tion, many municipalities organize
similarfree of charge courses. One of them isBELTEK training course
project. BEL-
TEK course, which is considered to be asample project in
cooperation with uni-versity and municipality, is regarded as
aremarkable contribution to the educationand employment of women.
The subjectmatter of this paper is to present this modeltraining
course with its merits and short-comings as well.
BELTEK as a Project for the Trainingand Employment of Women
According to Ankara MetropolitanMunicipality Activity Report
(2008); BEL-TEK training course project has beencarried out within
the framework of anagreement between Ankara
MetropolitanMunicipality and Gazi University signedon 6th October
1999 and was initiated soas to make citizens acquire knowledge
andskills, to realize integrity, to train peopleaccording to
certain standards of city andvocational needs for SMEs free of
charge.The main objective of the project is toimprove cooperation
between industry andlocal administrations, and help to find
solu-tions for unemployment problem in Turkeyin general sense.
While giving a speech toclose one term of this course. Prof.
Dr.Kadri Yamaç, the rector of Gazi universi-ty, stressed the
importance of this trainingcourse saying that "this course is a
veryimportant in the frame work of lifelonglearning in Europe and
one of the greatesttraining courses in the world for the
acqui-sition of basic skills for employment". Thisproject aims
to:
• improve cooperation between univer-sity, industry and local
administrationsand provide to use the investments intoman
efficiently.
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Beltek Project... /671
• facilitate access to up-to-date knowl-edge and present a new
structure ofeducation by changing the approach tothe educational
system from memori-sation to skill acquisition making use
ofup-to-date information with an eye todigest and develop it.
• bridge the gap between qualified andintermediate labour
force.
• putting an effort to transform theunemployed youth into a
qualifiedadvantageous group.
• train human force to work with sophis-ticated technology.
• help people keep up with innovationsand changes at every stage
and enablethem to become a life long learner.This course is
organized for three-
month periods at 8 main divisions and 66branches within the
Directorate ofCultural and Social Affairs of Ankara Met-ropolitan
Municipality. Some of thedivisions and branches are as follows:•
Department of Electronics - Comput-
er (Radio -Television Maintenance andRepair, Computer Operation,
WebDesign).
• Department of Electricity (ElectricityOperation, Repair and
Maintenance ofElectrical Equipments).
• Department of Printing (ComputerAssisted Graphic Design,
Photography,Graphic Design on Web)
• Department of Construction (Comput-er Assisted Architectural
Drawing,Topography, Architectural Administra-tion).
• Department of Furniture and Decora-tion (Wooden Gift
Production, WoodenStatues and Natural Figures, Comput-
er Assisted Furniture Design).• Department of Metal - Casting -
Mod-
elling (Art of Metal Decoration).• Department of Machinery
(Computer
Assisted Drawing Design: CAD - 1,Technical Drawing, Business
Organi-zation and Quality Control andAdministration, Visual Basic
and Indus-trial Applications).
• Department of Deanship Branches(Basic Computer Usage, Public
Rela-tions, Methods of TV Film Making,Orating, Foreign Language,
TourismOperating, Portfolio Administration).So far, 72.608 people
have benefited
from these courses mentioned abovebetween the years 1999-2008.
Almost 37%(27.591) of the participants within the peri-od of ten
years were women. Accordingto the data of 2007,2% of the women
par-ticipating in the courses were graduates ofa primary school, 5%
were graduates of asecondary school, 45% were graduates ofa high
school and 48% were graduates ofa higher education.
One of the important features of thiscourse is that anybody,
whether employedor unemployed, can join it. The courseshave been
arranged in such a way as tocover innovation and change as well
asserving the needs of the market comply-ing with the changing
needs of current life.The courses meet the needs of technicalstaff
of SMEs working in Ankara at a largeextent. Most of the graduates
are employedat SMEs acting in Organized IndustrialZones, and some
of the participants attend-ing the courses of Electricity,
Computer,Furniture, and Vocational Education canopen their own
businesses.
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672 / Education Vol. 130 No. 4
ConclusionThe issue of woman training and
employment is regarded as one of the indi-cators of sustainable
development andimprovement all over the world. Howev-er, there have
been serious problems oversupplying equal training and
employmentopportunities for women in most countriesof the world and
this is a case for Turkeyas well (ETF, 2009). From the
establish-ment of the Republic onwards, even thoughsome important
improvements have beenattained, Turkey ranks at the lowest
levelsconcerning women training and employ-ment at international
level. Some importantefforts of Turkey, trying to keep up withother
countries by taking rapid steps in thepath of development and
improvement,have attracted much attention nowadays.Efforts
concerning the access into Euro-pean Union have a motivating role
in thisfield. In Turkey, where there have been agreat many efforts
aiming at providingwomen with training and employmentwithin a sense
of life long education inrecent years, the project of BELTEK
cours-es carried out in cooperation withuniversity and municipality
is regarded asa significant example for European LifeLong Leaming
Projects. With this project,tens of thousands of women have
beentrained and directed to employment. Hold-ing such courses that
aim to improveeducational, economical and social posi-tions of
women widespread can beconsidered an important effort in terms
ofdevelopment and improvement.
However, taking the national and inter-national importance of
this course, someproblems regarding the organisation should
be expressed clearly here. First of all, BEL-TEK should have a
well designed websitein some other languages other than Turk-ish.
The documentation and statistics areof high importance for the
sustainability,visibility and promotion of this project.
Aconfidential part besides a public part canbe provided to help the
researchers, likeus, who are interested in such courses. Inthis
case, the visibility of such courses willboost thanks to such
researches at nation-al and international level. To help theproject
to be promoted at national and inter-national level requires at
least the mainpoints mentioned here taking its impor-tance into
account.
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