3.3 Skills forecasting
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Forecasting system(s)
In Türkiye, the identification, development, and certification of vocational qualifications are carried out within the framework of the National Vocational Qualifications System (UMYS), coordinated by the Vocational Qualifications Authority (VQA). This system aims to determine the skills required by the labor market and to train individuals accordingly. National Vocational Standards (UMS) define employer and sector expectations for a specific profession, while National Qualifications (UYs) set the required learning outcomes and training processes for individuals to meet these expectations.
The Turkish Qualifications Framework (TQF) serves as the national system for recognizing and classifying qualifications in Türkiye. Designed in alignment with the European Qualifications Framework (EQF), TQF integrates qualifications from formal, non-formal, and informal learning environments. It aims to enhance the link between education and the labor market, facilitate horizontal and vertical transitions between qualifications, and increase individuals' competitiveness at the international level.
Various institutions in Türkiye conduct studies to assess skill needs. The Turkish Employment Agency (İŞKUR) and social partners regularly conduct labor market analyses to identify sectoral skill demands and shape vocational education policies accordingly. Additionally, under the TQF, the VQA, sector committees, and relevant stakeholders collaborate on forecasting future skill needs.
The Vocational and Technical Education Policy Document, published in 2024 by the Ministry of National Education, aims to improve the quality and accessibility of vocational and technical education in Türkiye. This document has been developed in line with national and international priorities to establish a flexible, inclusive, and innovative vocational education system that prepares individuals for employment, encourages lifelong learning, and supports the country's socio-economic development.
The document highlights the importance of sectoral collaborations to align vocational education with labor market needs. To achieve this, İŞKUR and other social stakeholders conduct labor market needs analyses across the country to determine in-demand professions, identify required skills, forecast employment trends, and monitor changes in the labor market. Additionally, the policy emphasizes modernizing vocational education programs, improving training environments, strengthening stakeholder partnerships, and supporting the transition of graduates into employment.
The overarching goal of this policy, under the vision "Everyone Should Have a Profession", is to enhance vocational training through sector partnerships and ensure that students are well-prepared for both the workforce and entrepreneurial opportunities, contributing to Türkiye’s economic development and prosperity.
Recent studies, including The Future of Skills in ETF Partner Countries report, highlight emerging skill trends in Türkiye. The automotive sector is undergoing significant transformation due to advancements in electric and smart vehicles, digitalization in production, and integration into global supply chains. The demand for new skill sets is growing, particularly in data processing, mechanical power transmission, wheel systems, sensor control systems, and electric propulsion technologies. Additionally, the rise of "technology translators", specialists who facilitate communication between machines and humans, is expected to shape the future workforce.
Moreover, Türkiye is experiencing a surge in demand for digital and green skills. Competencies in artificial intelligence, robotics, data analytics, and sensor technology are becoming increasingly relevant. At the same time, environmentally friendly production and sustainable practices are gaining prominence.
Skills development
The Vocational Education Law No. 3308 is one of the basic legal documents in Türkiye in terms of vocational qualifications and skills. Purpose of this Law is to regulate the principles relating to training of apprentices, foremen and master workers as well as vocational trainings in schools and enterprises.
The 12th Development Plan (2024-2028) emphasizes the increasing importance of vocational and technical education in Türkiye, particularly in response to digital transformation, green skills, and the changing needs of the labor market. The plan highlights the necessity of strengthening vocational training programs, improving adult education opportunities, and integrating new skills related to sustainability and technological advancements. Efforts are also directed towards aligning the workforce with emerging sectors. According to projections in the 12th Development Plan, the share of employment in the services sector is expected to exceed 70% by the end of the planning period.
Additionally, the Ministry of National Education has been expanding vocational and technical education opportunities to meet labor market demands. As of the 2023-2024 academic year, 2,405 vocational and technical high schools, 672 multi-program Anatolian high schools, and 375 vocational training centers are operating across Türkiye, providing education to over 1.6 million students. The Ministry also collaborates with the Ministry of Industry and Technology to establish vocational training hubs in 258 Organized Industrial Zones (OIZs), ensuring direct industry participation in training.
Public Education Centers (Halk Eğitim Merkezleri) are the establishments which contribute in skills and vocational development which are organized throughout the country. They provide services with at least one branch everywhere (in districts) in Türkiye without discriminating between provinces or districts since they are public institutions. Everyone older than the obligatory education age can get use of such opportunities without any upper age limit.
The Ministry of National Education 2024-2028 Strategic Plan outlines several key objectives to enhance lifelong learning and vocational education, including:
- Expanding access to lifelong learning programs
- Enhancing vocational training opportunities for adults
- Strengthening digital and green skills training
- Developing flexible and modular learning systems
- Improving cooperation between educational institutions and industries
These initiatives aim to increase workforce adaptability, enhance employment opportunities, and support sustainable economic growth.
The Ministry of Youth and Sports contributes to youth skill development through 522 Youth Centers nationwide. These centers provide young people with free courses in various fields, aiming to develop their professional, social, and entrepreneurial skills. Key programs include:
- Entrepreneurship and innovation training
- Technology-focused programs, including coding, artificial intelligence, and robotics
- Cultural, artistic, and sports activities to support youth development
- Career guidance, mentorship programs, and skills certification initiatives
- Volunteer and social responsibility projects to foster civic engagement
These initiatives help young people acquire essential skills for employment and entrepreneurship, while also encouraging social participation, leadership, and lifelong learning.