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Selection and Placement of Students

in Higher Education Institutions in Turkey

Higher Education Council

Student Selection and Placement Center (ÖSYM)

Ankara July, 2006

Notice:

The first, second, third and fourth editions of this booklet were published in 1984, 1988, 1997 and 2000 respectively. Since then certain important changes have been introduced with a view to improving the university entrance examination system. This revised edition of the booklet incorporates these changes and reflects the current features of the system.

CONTENTS

1.     General structure of the Turkish Educational System

2.     Historical Development in Access to Higher Education

2.1. Access to higher education before 1974

2.2. Access to higher education between 1974-1980

2.3. Access to higher education between 1981-1998

2.4. The system of student selection and placement between 1999 and 2005 in higher education institutions

3.     The General Aspects of the Present System of Student Selection and Placement in Higher Education Institutions

3.1. The basic features of the Student Selection and Placement System (ÖSYS)

3.2. Application procedure to ÖSS

3.3. Organizing the examination

3.4. Test structure and item development for the Student Selection Examination (ÖSS)

3.5. The tests of ÖSS and calculation of the weighted composite scores

3.6. Reporting the examination results

3.7. Ranking preferences for higher education programs

3.8. The placement system

3.9. Reporting the placement results

3.10. Special cases

     A. Students graduating in the first rank of their high schools

     B. Physically handicapped candidates

     C. Graduates of technical and vocational high schools

     D. Candidates with exeptional talents in certain branches of arts and sports

     E. High school students winning the awards of The Scientific and Technical Research Council of Turkey (TÜBİTAK)

4.     Other Services and Activities of ÖSYM

4.1. Examination for Foreign Students

4.2. Other examinations carried out by ÖSYM

4.3. Other services of ÖSYM

5.     The Student Selection and Placement Center (ÖSYM)

5.1. Administrative structure

5.2. Facilities

5.3. Financing

Tables

Table 1. Number of Applicants for The Student Selection and Placement Examination and

             Those Placed in Programs of Higher Education between 1974 and 2005

Table 2. Types of Composite Scores and the Weights Applied to the Test Scores in

             Their Calculation in the 2006 Student Selection Examination (ÖSS)

Figures

Figure 1. General Structure of the Turkish Educational System

Figure 2. Number of Applicants for the Student Selection Examination and Those Placed in Higher Education between 1974 and 2005

Figure 3. Access to higher education in Turkey

1. General Structure of the Turkish Educational System

The basic structure of the Turkish national education system is outlined in Basic Law on National Education (Law no. 1739). This system can be summarized as fallows:

Pre-school education, which is optional, aims at contributing to the physical, mental and emotional development of the children, to help them acquire good habits, and to prepare them for basic education. Pre-school education institutions include independent kindergartens, nursery classes in primary schools and preparation classes.

Basic education provides children with basic knowledge and ensures their physical, mental and moral development in accordance with national objectives. It generally comprises the education of children in the 6-14 year age group. Eight years of basic education is compulsory for all Turkish citizens who have reached the age of six.This level of education is free of charge in public schools. There are also private schools under state control.

Secondary education encompasses two categories of educational institutions, namely general high schools and vocational and technical high schools (lycées) where a minimum of four years of schooling is implemented after basic education.

The aims of secondary education are to provide students with a knowledge of general culture, to acquaint them with problems of individual and societal nature and to motivate them to find solutions; to instill in them the strength and knowledge to participate in the economic, social and cultural development of the country and to prepare them, in line with their interests and talents, for institutions of higher learning.

General high schools are educational institutions that prepare students for institutions of higher learning. They implement a four-year program over and above basic education, and comprises students in the 15-18 year age group.

Vocational and technical high schools provide specialized instruction with the aim of training qualified personnel.The duration of instruction in these schools is also four years.

Higher education: The purpose of higher education is to train manpower within a system of contemporary educational and training principles to meet the needs of the country. It provides high level specialized education in various fields for students who have completed secondary education. The Higher Education Law (Law no. 2547) which went into effect in 1981, covers all higher education institutions and regulates their organization and functions. Universities comprising several units are established by the state and by law as public corporations having autonomy in teaching and research. Furthermore, institutions of higher education, under the supervision and control of the state, can also be established by private foundations in accordance with procedures and principles set forth in the law provided that they are non-profit in nature.

There is a tuition fee for higher education. However, successful students who lack financial means to continue their education are provided with full support by private individuals and organizations, as well as by the state.

Today, higher education institutions in Turkey fall into three categories: universities, military and police colleges and academies, and vocational schools affiliated with ministries.

The university is the principal higher education institution. It possesses academic autonomy and a public legal personality. It is responsible for carrying out high level educational activities, scientific research and publications. It is made up of faculties, graduate schools, schools of higher education, conservatories, two-year vocational training schools and centers for applied work and research.

A faculty is a higher education unit which is responsible for high level education, as well as for scientific research and publications. Units such as departments, schools of higher education, etc., may be affiliated with a faculty.

A graduate school in universities and in faculties is concerned with graduate study, scientific research and applied studies in more than one related subject area.

A school of higher education is an institution which is mainly concerned with offering instruction directed towards a specific vocation. Examples are the School of Home Economics affiliated with Ankara University and the School of Foreign Languages within Boğaziçi University.

A conservatory is a higher education institution which is concerned with the training of artists in the fields of music and the performing arts.

A two-year vocational training school is a higher education institution established for the purpose of providing vocational education to meet the practical needs of various fields.

Figure 1 shows the general structure of the educational system.

Figure 1.

General Structure of the Turkish Educational System

2. Historical Development in Access to Higher Education

2.1. Access to higher education before 1974

Nearly all institutions of higher education in Turkey have, each year since 1974, accepted students in accordance with the results of the examinations organized by The Student Selection and Placement Center (ÖSYM). Before explaining the details of the current centralized system of access to higher education, it would be useful to take a brief look at the past practices.

Before the 1950’s, student selection to the programs of higher education was not felt to be a problem. At that time, in addition to the graduation examinations carried by the individual high schools, a matriculation examination, under the auspices of The Ministry of National Education, was also administered. When the number of applicants to a given program exceeded the capacity, the grades of the matriculation examination were generally used as the criterion for selection.

However, from 1950 onwards, following the enormous growth in the student population, the then prevailing admission procedures proved to be inadequate and some of the higher education institutions began to implement their own independent student selection examinations. These, too, were inadequate because the entrance examinations were generally of the essay type and difficult to assess objectively. Consequently, the higher education institutions began to search for a less subjective method and they finally began to use objective tests for selection and placement.

Though objective testing was introduced, the aim of fair access to higher education programs could not be realized by means of these independent practices. In order to solve these problems, The Interuniversity Board set up The Interuniversity Entrance Examination Commission in 1963. The task of the Commission was to look into the feasibility of broadening the student selection system which had been used by Ankara University so as to cover all the universities in the country. The full members of the Commission were then the representatives of Ankara, İstanbul, and Ege universities. A representative of İstanbul Technical University was also present as an observer. The regulation on Interuniversity Registration and Entrance Examination prepared by the Commission was ratified by The Interuniversity Board in December 1963. Thus the centralized system for admission of students to the institutions of higher education started in the 1964-1965 academic year.

For the first two years of this centralized system, the entrance examinations were prepared and administered by Ankara University; from 1966 to 1973 by İstanbul University; then in 1974 by Hacettepe University. During this period some of the academies of economic and commercial sciences and of engineering and architecture as well as some other institutions of higher education such as İstanbul Technical University and Middle East Technical University used separate but similar procedures for student selection. The higher education institutions for teacher training within The Ministry of National Education also used their own system of student selection. Between the years 1964 and 1973, the system can be regarded as being only partially centralized. This is because in order to be placed in a higher education program, applicants were required to apply to the institutions individually with their scores obtained in the central selection examination. Placement was made by a system of provisional registration. In the 1974-1975 academic year, a central placement system, devised by Hacettepe University, was for the first time put into effect following the central selection examination.

Meanwhile, there had been a great increase in the number of candidates for admission to higher education. The main reason for this was the constant increase in the number of high school graduates. Furthermore, the total number of applicants had risen sharply, owing to the re-application of those who had failed to gain admission to a program of higher education in previous years and of those who were enrolled in one program of higher education but wished to enter another.

The constant rise in the number of applicants to institutions of higher education made it increasingly difficult for the temporary commission, under the direction of one of the universities, to prepare and administer the entrance examinations. In 1974, with a view to establishing a high degree of continuity and uniformity in the administration of the entrance examination, The Interuniversity Board set up The Interuniversity Student Selection and Placement Center. In accordance with The Higher Education Law, which went into effect in 1981, this Center was attached to The Higher Education Council (YÖK) and its name changed to The Student Selection and Placement Center (ÖSYM).

2.2. Access to higher education between 1974-1980

The basic characteristics of the entrance examinations carried out by ÖSYM from 1974 to 1980, can be summarized as follows:

A four-test battery was used, comprising a general ability test, a mathematics and natural sciences test, a Turkish language and literature and social sciences test, and a foreign language test.

The tests were administered at a single session, and at the same date and time in all the examination centers, except in the years 1974 and 1975 when the tests were administered at two sessions but on a single day.

In their application forms candidates normally ranked a maximum of 18 higher education programs in order of their personal preferences. In 1975 this maximum number was changed to 30, and in 1976 to 20 programs.

The test scores were transformed to standard scores, and using them four types of composite scores were calculated: natural sciences, social sciences, natural and social sciences and foreign languages. Candidates were placed according to their composite scores, the lists of their preferences, and the number of places available in each higher education program.

2.3. Access to higher education between 1981-1998

Some important changes were made in the system of selection and placement of students in 1981 and a two-stage examination put into practice, the high school grade-point averages of the candidates were taken into consideration in the calculation of composite scores. Also a separate examination (YÖS) was established for foreign students wishing to follow a course of study in Turkish institutions of higher education.

The student selection and placement system between 1981 and 1998 was similar to the present one. The only notable difference was that the earlier system consisted of two stages: The Student Selection Examination (ÖSS) and The Student Placement Examination (ÖYS). The second stage was administered approximately two months after the first.

The application procedure, organization of the examination, the first stage of the examination, that is the Student Selection Examination (ÖSS), ranking preferences for higher education programs, the placement system, handling of the special cases, and methods of item development were basically the same as those of the present system. Therefore, in order to avoid unnecessary repetition their details will be presented in the next section where the present system of student selection and placement is introduced.

The second stage of the examination called The Student Placement Examination (ÖYS) was administered in the second half of June, and served two purposes: Selection and placement. A five-test battery was used for this purpose, including a natural sciences test, a mathematics test, a Turkish language and literature test, a social sciences test and a foreign language test. Though a five-test battery was used in ÖYS, the candidates had the opportunity to take only three of those, including the test on Turkish Language and Literature which was compulsory for all candidates, if their choices of higher education programs were all in one of the following three broad areas: science and engineering, economic and social sciences, and foreign languages and literature. The opportunity was due to the fact that, only the scores on the three closely related tests out of those five were considered in calculation of the weighted composite score used in the selection and placement decisions to higher education programs in each of those broad fields. The candidates whose preferences covered all three broad areas had to take all the tests.

Taking the rather high correlation between the first and the second stage results, The Higher Education Council decided, at the end of 1998, that the following years’ examinations should comprise one stage only. That is, the second stage of the examination should be discontinued and only the first stage examination’s results should be used in selection and placement of students for higher education in the country, starting with the 1999 administration.

2.4. The system of student selection and placement between 1999 and 2005 in higher education institutions

Beginning with the 1999 administration, the entrance examination system was essentially based on a one-stage examination, namely the ÖSS of the previous system. The system shared many aspects with the earlier one. As mentioned earlier, the application procedure, organizing the examination, ranking preferences for higher education programs, the placement system, special cases and test structure and item development were all carried out in a similar manner.

3. The General Aspects of the Present System of

Student Selection and Placement in Higher Education Institutions

3.1. The basic features of the Student Selection and Placement System (ÖSYS)

Every year, students for undergraduate programs of the universities were selected and placed by a centrally administered examination system. The basis of this system is The Student Selection Examination (ÖSS), and the organization responsible for its administration is The Student Selection and Placement Center (ÖSYM) which is affiliated to The Higher Education Council (YÖK).

In Turkey, as in most other countries, the demand for higher education far exceeds the places available. This fact is shown in Table 1 and Figure 2. In view of this fact, the Student Selection Examination (ÖSS) has two objectives:

a) to assure a balance between the demand for higher education and the places available in higher education institutions.

b) to select and place students with the highest probability of success in all the available higher education programs, taking into consideration their preferences, and performance on ÖSS.

Table 1

Number of Applicants for The Student Selection and

Placement Examination and Those Placed in Programs of

Higher Education Between 1974 and 2005

Figure 2.

Number of Applicants for the Student Selection Examination and

Those Placed in Higher Education between 1974 and 2005

The Student Selection Examination (hereafter referred to as ÖSS) is designed to achieve these basic aims in a fair and economical manner while meeting the necessary deadlines.

The basic structure and principles of The Student Selection Examination are as follows:

1. Higher education in Turkey is essentially conducted at universities. Anyone wishing to enroll in any four or more year undergraduate program of the universities must take ÖSS either as a complete or partial prerequisite for placement. Even the few other higher education institutions outside the universities such as military colleges, and the police academy require, as a precondition for admission, a certain level of performance on ÖSS. Also those who want to pursue their first years of undergraduate studies abroad and then transfer to the programs of Turkish higher education have to take and attain a certain level of success on ÖSS.

An exception, however, is recognized, by law, for vocational high school graduates to apply for placement in two-year vocational college programs which are compatible with their high school majors, without an entrance examination. These students are placed centrally by ÖSYM according to the type of vocational high schools they graduated and their grade point averages (GPA).

Access to higher education from secondary education in Turkey is shown schematically in Figure 3. This figure also shows access to two-year vocational schools of higher education without examination and vertical transfer to graduate programs thereafter.

2. The main rules of ÖSS are set out in The Higher Education Law. Its details are decided by The Higher Education Council (YÖK) upon the recommendations of the ÖSYM. The legal status and the functions of the Center are also defined in the same law.

3. Every year details of ÖSS and other necessary information for the candidates are provided in two booklets published by the Center and approved by YÖK. These booklets are called ÖSYS Guides and constitute the legally binding rules and regulations of the system.

Figure 3.

Access to higher education in Turkey

4. There are three main aspects of ÖSS:

a) Application procedures

b) The examination itself

c) Evaluation of the results and placement of the selected students in the undergraduate programs.

5. Any Turkish citizen who has a high school diploma or its equivalent or who is in the final year of such a school is qualified to apply for ÖSS.

6. The examination consists of (a) The Student Selection Examination (ÖSS), and (b) The Foreign Language Examination (YDS). The second examination is administered approximately one week after the first to the candidates wishing to attend the higher education programs in foreign language and literature.

7. Candidates are essentially evaluated on the basis of their performance on the examinations together with their academic achievement (grade-point averages) in high school.

8. Four factors are taken into consideration in the selection and placement of students in higher education programs:

a) The quota, i.e., the maximum number of students to be admitted to each higher education program.

b) The rank of the scores of candidates wishing to enter the same higher education programs.

c) The candidates’ list and ranking of higher education programs.

d) Special requirements of the higher education programs, if any (e.g., females only; foreign language test must have been taken in aspecific foreign language, etc.).

9. Most of the operations of ÖSYM such as the distributing of candidates to the examination halls, the reading of examination answer sheets, the computing of scores and the placing of candidates in the university programs are carried out by electronic systems.

10. The work of ÖSYM is carried out on a year round basis. The details of the selection and placement procedures can be summarized as follows.

3.2 Application procedure to ÖSS

The preparations for student selection and placement for any given academic year start about one year earlier. An applicants’ guide for the following academic year is issued by ÖSYM in late January. The guides are available in all high schools and ÖSYM Examination Centers throughout Turkey and from some Turkish Educational Attachés abroad.

The month of February is usually the time to apply for the examination.

The guide deals mainly with application procedures. The Form which is enclosed in the guides asks for basic information on the identity of the candidates. There are also questions concerning the high school the candidate has graduated from or is attending, as well as average grade at graduation and the year of graduation. The application form also includes questions about where the candidate wishes to take ÖSS and, if he/she wishes so, YDS.

To submit their forms, candidates have to make appointments with the high schools they are attending. The high school graduates can make appointments with either a high school or an ÖSYM examination center. All the candidates have to pay an examination fee paid to the bank. During the meeting in high schools or ÖSYM examination centers, the data on the form is transferred through internet to ÖSYM together with the photograph of the candidate taken by computer camera during that meeting. Candidates who are abroad mail their application forms and bank checks directly to ÖSYM.

3.3. Organizing the examination

In each examination center, one person -preferably an academic staff member- is responsible for all the organization and administration of the examination. These people provide information about the places where the examinations can be held, such as universities, high schools and other suitable buildings, and details of the capacities of the examination halls. They are also responsible for assigning all the personnel who will be responsible for the examination in their centers. All the information collected in these centers is transferred to ÖSYM.

In ÖSYM, upon completion of the necessary preparations, candidates are assigned to examination centers, according to their preferences as far as possible. The examination hall and the seat numbers however, are determined at random. An Examination Entrance Card and a photo-bearing Identification Card are sent to all candidates by ÖSYM, along with information about where their particular examination is to take place.

Those who are to take the Foreign Language Examination are also informed about the location of their examinations by ÖSYM. In assigning candidates to examination centers, their preferences in this matter are taken into account as much as possible.

The test booklets are printed at the printing house. This is protected by security forces during the printing and packaging processes which last for approximately 25 days. During this period, the workers are not allowed outside the printing area and no unauthorized person is allowed in.

The test booklets and answer sheets (which carry the names and numbers of the candidates) are packed and put into order in readiness for distribution in the examination halls.

The packages of examination papers are transported in sealed boxes, to the examination centers, in trucks escorted by ÖSYM couriers, and security forces.

At the examination centers, the examination papers are kept in locked rooms and protected by security forces and personnel sent by ÖSYM.

Administration of the examination is carried out by university academic staff and secondary school teachers. These personnel are given training on the examination procedures and remunerated for their services. The 2005-ÖSS was carried out by the following personnel:

• Number of examination center administrators: 151

• Number of building administrators: 5 790

• Number of persons in charge of examination in buildings: 5 790

• Number of persons assisting those in charge of examination buildings: 1 682

• Persons in charge of examination halls: 89 156

• Persons assisting those in charge of examination halls (invigilators): 92 436

• Examination paper couriers: 3 122

• Number of other helpers: 46 583

Total number of people taking part in the administration on the examination day is 244 559. This number does not include security forces which are on duty on the same day.

ÖSS is usually administered in June, throughout the country at a single session and at the same time in all 151 centers. The total time allowed to answer the items in the tests is three hours fifteen minutes.

The Foreign Language Examination (YDS) is administered about one week after ÖSS, at a single session and at the same time in 41 centers. The total time allowed to answer the foreign language test is two-and-a-half hours.

Collection of examination papers is carried out by special couriers. Answer sheets and test booklets are all collected at ÖSYM.

3.4 Test structure and item development for the Student Selection Examination (ÖSS)

As mentioned previously, ÖSS consists of tests to measure mainly candidates’ verbal and quantitative reasoning abilities. These tests are basically composed of items which require academic knowledge of the high school curricula.

The major components of the verbal parts of the tests are proficiency in the Turkish language, and the ability to reason, using social science concepts and generalizations. The major components of the quantitative parts of the tests are the ability to make use of basic mathematical concepts and rules and ability to reason, using natural science concepts and generalizations.

In the Foreign Language Examination (YDS) an English test, a French test, and a German test are used. Each candidate taking the foreign language test is expected to choose one of these and answer the items in it.

The Foreign Language Test is prepared to measure the candidate’s level of prior achievement in the respective language which can be assumed to make up most of the necessary cognitive prerequisites of higher learning in foreign languages and literatures. Each of the foreign language tests contains approximately 100 items.

The Test Development and Research Unit of ÖSYM carries out the work for item development, test construction, item analysis and related research for all the tests used by ÖSYM.

The academic structure of the Unit consists of measurement groups in the fields of Turkish language and literature, mathematics, physics, chemistry, biology, history, geography, psychology, sociology, philosophy, English, French, German, and certain other areas in which ÖSYM provides examination services. Each measurement group is a small working team consisting of measurement specialists, item writers, and subject-area specialists. The unit has also, on its staff, psychometrics consultants who serve all of the measurement groups, and carry out high level research.

Test items are specified and written in the measurement groups. As mentioned previously, each item, afterwards, goes through the following steps:

1. Group review

2. Review by measurement specialist in terms of the basic principles of item writing

3. Review by editor in terms of the use of language in writing

4. Review by subject-area specialist

5. Final review of the item after all improvements

6. Coding and filing

A test plan is prepared each time a new test is necessary, and is reviewed by the measurement and subject-area specialists. Then, the required items are chosen from among those in the item pool and put into a test form. The test is reviewed by the Executive Committee of the test construction department and the typsetting, illustrations, page design, printing etc. are done as necessary.

At present, tryout of the newly constructed tests before use, and test development using the results of the tryout is not considered feasible due to the anticipated difficulties in test security. Test and item analysis is carried on before scoring, and answers to the faulty items, if any, are omitted in scoring. The results of test and item analysis is also used as feedback by the item writers, reviewers, and editors.

3.5 The tests of ÖSS and calculation of the weighted composite scores

Beginning with the 2006 administration, some changes have taken place in the structures and test contents of the examination, and weights of test scores in the composite scores. The number of composite scores are increased from four to seven. The names of the tests are, Turkish, Social Science-1, Mathematics-1 (Math-1), Science-1, Literature-Social Science, Social Science-2, Mathematics-2 (Math-2), Science-2 and Foreign Language.

The content of Turkish, Social Science-1, Mathematics-1, Science-1, and Foreign Language tests are approximately the same as ÖSS, administered before 2006. In these tests the contents in general are based on the curricula of basic education and the first year of the secondary education. The contents of Literature-Social Science, Social Science-2, Mathematics-2, and Science-2 tests are based on the whole curricula of the secondary education.

In the examination, the candidates receive all the tests in one booklet. They answer only the items of the test which are related to their field. All the candidates are expected to answer the items of the Turkish, Social Science-1, Math-1, Science-1 tests. Then, they select two of the Literature-Social, Social Science-2, Math-2 and Science-2 tests which are related to their field in the high school. Their selection, of course, determines the type of weighted composite scores calculated for them (see Table 2).

After the answer sheets, tests and other necessary forms used in the examination are collected at ÖSYM, the answer sheets are read and scored optically, and the results transferred to computer files.

The number of correct and incorrect answers in all the tests are separately counted. The raw score for each test is obtained by subtracting ¼ of the number of incorrect answers from the number of correct answers. Then, as a preparation for the calculation of the composite scores to be used in selection and placement decisions, each candidate’s raw scores are transformed to standard T scores (a score scale with an arithmetic mean of 50 and standard deviation of 10). This transformation is carried by using the arithmetic means and standard deviations of the respective score distributions for candidates who are in the last year of secondary education.

Standard scores are not calculated for candidates not obtaining a minimum corrected score of 0.5 in two of the first four tests in Table 2. Such candidates will not have composite scores involving these standard scores, and consequently will not be placed in higher education programs admitting students on the basis of those composites.

Each candidate’s high school grade-point average is also transformed into a scale lowest 50 and highest 100.

After the completion of score transformations, seven different weighted composite scores are calculated for each candidate, and used in (a) selection of those candidates who will be considered for placement in the four or more year undergraduate programs, and in (b) placement in the two-year vocational higher education programs if there are vacations after the placement of the candidates without examination, and/or in initial selection for programs such as performing arts, physical education and painting.

The types of weighted composite scores calculated and the weights used are shown in Table 2.

The examination results of one year cannot be used in the selection and placement procedures of any subsequent year; in other words, they are valid for only one examination period.

A few institutions of higher education which require special talents, have different admission policies from those described above. These institutions use the Y-ÖSS scores which are numbered 1 for initial screening. For the final selection, they may conduct their own tests (Special Skills Examination) which are designed to measure the talents or special skills required. Higher education institutions offering programs in fine arts, physical education and sports, industrial arts, and also the military academies, etc. are the present examples of higher education institutions with special admission practices of this kind.

3.10 Special cases

In the ÖSS system, candidates are treated on an equal basis in principle.  Nonetheless “special status” in the various phases of the ÖSS is recognized, as previously, for some groups of candidates. These groups of candidates and the nature of the privileged treatments they receive with regard to the ÖSS are as follows:

A.  Students graduating in the first rank of their high schools

According to the Higher Education Law (art. 45), this group of students is placed in the special quotas of the higher education programs earmarked for them, taking into consideration their scores and preferences. The provision of the Law is implemented in the following manner: Every year a special quota in each higher education program in state universities (not private ones) is earmarked for these students by The Higher Education Council after consultation with the universities. The number of places in these quotas varies from one to several. Each high school reports to ÖSYM its first ranking graduating student in that particular year. The special status of the first ranking high school graduates is valid only for the year of their graduation. If they can be placed in the higher education programs they preferred on the basis of their scores there will be no need to consider their placement in special quotas reserved for them. In cases where the score of such a student is not sufficient for placement, even in special quotas, the student will not enter any program that year.

B.  Physically handicapped candidates

Candidates who have been permanently disabled by a defect in their eyesight, hearing or by an orthopaedic problem are subject to special treatment by ÖSYM as required by their condition. To benefit from such special treatment a disabled candidate has to submit a petition to ÖSYM giving all the information about her/his handicap along with a medical report obtained from a state or university hospital confirming her/his infirmity. ÖSYM then has these documents examined and evaluated by committees of specialists. Upon the recommendation of these committees, it is decided whether or not a candidate is to be given special treatment.

This group of candidates is given the examination in special examination halls. For those candidates needing help, such as the blind for instance, an official is appointed to assist and read the test questions to them; they are not required to answer questions involving charts, maps, figures, diagrams, etc. Blind candidates are allowed to bring and use special calculating machines in the examinations.

C.  Graduates of technical and vocational high schools

The Higher Education Law (art. 45) stipulates that graduates of high schools, with programs oriented toward a profession, such as vocational and technical high schools, receive a special and favourable weight for their high school grade-point averages when they are being considered for placement in four or more year higher education programs they preferred and corresponding to the field of their high school education.

D.  Candidates with exceptional talents in certain branches of arts and sports

According to The Higher Education Law (art. 45), exceptionally endowed candidates whose talents shall be established through procedures set and specified by The Higher Education Council in certain branches of the arts, are admitted to the relevant higher education programs by special methods of selection on condition that they pursue their education in these relevant fields.

Similarly, candidates who have demonstrated their talents in various fields of sports receive an extra weight for their highschool grade-point averages when they are considered for placement in relevant higher education programs. The criterion for evidence of exceptional talent in sports is to have won one of the first three places in international contests such as World, Europe, Balkan championships; Olympic, Mediterranean and Islamic Countries sport events; The International High Schools Sportive Competition and the international contests involving at least ten countries.

E.   High school students winning the awards of The Scientific and Technical Research Council of Turkey (TÜBİTAK)

Every year a contest is organized by TÜBİTAK among high school students to promote interest in science and research. According to the decision of The Higher Education Council, those high school students who win the first prizes in different branches of science while in their last year of high school are given extra weight in the ÖSS for their high school grade-point averages when they are considered for placement in the higher education programs in the fields in which they have won the awards. The students who have won gold, silver and bronz medals in the international scientific olympics are placed in higher education programs, by law, without examination by ÖSYM. This privilege is recognized only when the student is taking ÖSS for the first time and when the application is accompanied by all the necessary documents.

4.   Other Services and Activities of ÖSYM

4.1 Examination for Foreign Students

Since 1981, a separate examination, called The Examination for Foreign Students (YÖS) has also been organized by ÖSYM every year for the selection of foreign students in the institutions of higher education. YÖS is only for those applicants who wish to enroll in undergraduate programs. Students wishing to transfer to an undergraduate program must apply directly to the institutions concerned.

The first condition for those wishing to take YÖS is that they must hold the nationality of a country other than Turkey (stateless citizens and refugees can also apply). Secondly, they must be in the last year of secondary education or have successfully completed secondary education in Turkey or at a school in which the education is equivalent to that of a Turkish lycée. Lastly, they must meet the specific requirements of the institution of higher education in which they wish to enroll.

YÖS is generally held in April. The main center is Ankara, but there are usually centers in most Middle Eastern and some African and Asian countries. In all centers, the date and the hour (adjusted to local time) of the examination is the same.

The examination consists of two parts in a single booklet. The first part is The Basic Learning Skills Test which mainly assesses abstract reasoning. The questions have minimal dependence on language but explanations are given in Turkish and English. The second part is The Turkish Language Proficiency Test  which assesses the candidate’s comprehension of written Turkish. Both tests consist of multiple-choice items.

Candidates who want to attend Turkish universities apply directly to them of their choice with the result card of YÖS.

4.2 Other examinations carried out by ÖSYM

In addition to its primary function of selecting and placing students in higher education programs, ÖSYM carries out some other examinations for various purposes so that in a sense it has become an examination center. Some of these examinations are implemented on a regular basis, while others are organized upon the application of various agencies. Some of these examinations which carried out on a regular basis are as follow:

• Examination for Foreign Students (YÖS) (in Ankara and 19 capital cities in foreign countries, number of candidates : 4,283)

• The Interuniversity Foreign Language Examination (ÜDS, twice a year, number of candidates : 48,594)

• The Residency Examination for Medical Doctors (TUS, twice a year, number of candidates : 28,813)

• The Foreign Language Examination for Civil Servants (KPDS, twice a year, number of candidates : 67,314)

• The Entrance Examination for Graduate Studies (LES, twice a year, number of candidates : 245,167)

• The Selection Examination for Vertical Transfer of Two-Year College Graduates (DGS, number of candidates : 49,237)

• The Selection Examination for Professional Posts in Public Organizations (KPSS, number of candidates : 1,731,759)

• The Foreign Language Examination  (YDS, number of candidates : 47,644)

• The Other Examinations (number of candidates : 143,000)

ÖSYM also carries out some selection examinations and in certain circumstances helps various organizations in the selection and promotion of their personnel.

4.3 Other services of ÖSYM

Another group of activities of ÖSYM is the collecting and processing of statistical information concerning the academic staff members, the students, and the graduates of higher education institutions. This information is processed, published and/or stored on computer tapes etc., and made available to The Higher Education Council and other state organizations including the Ministry of National Education, the State Planning Organization and the State Institute of Statistics.

5.   The Student Selection and Placement Center (ÖSYM)

5.1 Administrative structure

ÖSYM, previously called The Interuniversity Student Selection and Placement Center (ÜSYM) was established on 22.11.1974 by The Interuniversity Board in accordance with article 52 of The University Law (Law no. 1750).           In accordance with The Higher Education Law (Law no. 2547) which went into effect in 1981, the Center was attached to The Higher Education Council and its name changed to The Student Selection and Placement Center (ÖSYM). According to article 10 of The Higher Education Law:

The Student Selection and Placement Center determines, in the context of fundamentals established by the Higher Education Council, the examination principles of the students to be admitted to the institutions of higher education, it prepares the tests, administers them, evaluates them on the basis of their results and the principles determined by the Higher Education Council and in the light of student demands, effects the placement of student candidates in universities and other higher educational institutions, taking into account, as it does so, the students’ own preferences, and carries out ressearch related to these activities.

The president of ÖSYM is appointed by the President of The Higher Education Council and is responsible for the administration of the Center. The president presides over The Executive Committee. The Executive Committee consists of five members selected for three years by the President of The Higher Education Council from among ten candidates proposed by the President of ÖSYM.

ÖSYM, as an organization, is composed of the following units: The Presidency; the Vice-Presidency; the General Secretariat; Test Devlopment and Research; Information-Data Processing; Examination Services; Research, Development and Projects; Library and Documentation; Legal Advisory; Personnel; Planning and Finance; Revenue and Accounts; and Technical Services (Maintenance). As of December 2005, 380 personnel work at the Center; of these, roughly half are academic staff members and specialists.

The full time employees of ÖSYM share the status of civil servants. The other employees are teachers and university staff members working on a part-time basis.

Number of Personnel Working at ÖSYM:

• Number of full time personnel: 321

• Number of part-time personnel: 50

• Number of university staff members working temporarily on item and test development: this varies from 40 to 100 depending on the task to be done.

• Number of workers who work temporarily: this varies from 50 to 300 depending on the task to be done.

5.2 Facilities

ÖSYM occupies four buildings on a 167-acre site. The Presidency, the Vice-Presidency, the General Secretariat, Test Development and Research, Information-Data Processing, Research Development and Projects, Library and Documentation, Legal Advisory units are located in a 10,000 m² building. The Examination Services unit is located in the other 1,850 m² building. The Technical Services (Maintenance) unit is located in a separate 620 m² building. Examination materials are collected; forms and answer sheets are fed into the computer using optical readers in the ground floor of the last 2,000 m² building (The upper floor of this building is the cafeteria for ÖSYM personnel). Due to the shortage of office space, Personnel, Planning and Finance, Revenue and Accounts units are located in a newly constructed YÖK building.

The Information-Data Processing unit has two mainframe computers and many peripheral equipment.

5.3 Financing

ÖSYM is totally financed by the candidates who apply for the examinations i.e. it is financially a self-supporting organization. There are separate fees for application and for each examination. These fees are collected in bank accounts. In recent years, electronic banking is being used for some of the examinations. The money is collected in the ÖSYM Fund account, 28% of which is used by the government. The Center uses the remaining 72% for funding the examinations. This 72% is spent for:

1.      Personnel salaries (10%)

2.      General expenditures (lighting, heating, transportation etc.) (10%)

3.      Preparation of test items (5%)

4.      Publishing, packaging and transportation of the examination materials (15%)

5.      Payments for the examiners in the examinations (50%)

6.      Investments for equipment and buildings (10%)

The Center is obliged to have a balanced yearly budget. If there are funds left at the end of a given year, they can be transferred to the next year’s budget.