Turkey - Second Industrial Training Project

Document of The World Bank FOR OFFICIAL USE ONLY Report No. 7038-TU STAFF APPRAISAL REPORT REPUBLIC OF TURKEY SECOND INDUSTRIAL TRAINING PROJECT March 7, 1988 Population and Human Resources Division Country Department I Europe, Middle East, and North Africa TWis document has a resticted distribution and may be used by recipients only in the performance of their offlcial duties. Its contents may not otherwise be discosed without World Bank authorization.  REPUBLIC OF TURKEY STAFF APPRAISAL REPORT CURRENCY EQUIVALENTS Currency Unit = Turkish Lira (TL) US$1.00 = TL1120 (February 1988) FISCAL YEAR January 1 - December 31 PRINCIPAL ACRONYMS USED MOEYS Ministry of Education, Youth and Sports MCT Ministry of Culture and Tourism MOS Ministry of State MIT Ministry of Industry and Trade YdK Council for Higher Education SEGEM Industrial Training and Development Center SEE State Economic Enterprise PPAR Project Performance Audit Report TA Technical Assistance TTC Technician Training Center TTU Technician Training Unit ITU Industrial Training Unit VSHE Vocational School of Higher Education FTVE Faculty of Technical/Vocational Education FTE Faculty of Technical Education FVE Faculty of Vocational Education PBIT Policy Board for Industrial Training TUREM Tourism Training Center ICB International Competitive Bidding LCB Local Competitive Bidding PIU Project Implementation Unit CTA Chief Technical Advisor  FOR OMCIAL USE ONLY REPUBLIC OF TURKEY SECOND INDUSTRIAL TRAINING PROJECT STAFF APPRAISAL REPORT Table of Contents Page No. LOAN AND PROJECT SUMMARY . . ..... ...... . (i)-(iii) I. ECONOMIC DEVELOPMENT AND INDUSTRIAL TRAINING ............. 1 Economic Development . . .. ................. . 1 Industrial Training . .. ......... . ...... . 2 Technician Training . .. ...... . .......... . 3 Technical and Vocational Teacher Training ........ 4 Government Industrial Training Policies and Budgetary Support .......... ..t** 7 Government Industrial Training Policies .......... 7 Budgetary Support for industrial training ........ 7 Bank's Ro4e in Education and Training ................. 8 Bank Lending Strategy .. .................... . 8 Past Experience ..... e . .... .... 8 _I. THE PROJECT OT.... . .............. 9 Project Origin r i gin........... ........... 9 Project Objectives ........ . .... ........ ... 9 The Project ..................... 10 Detailed Project Description.....................O... 11 Management of Industrial Training............... 11 Industrial Technician Training............... 11 Curricula and subject development............. 12 Training of Trainersa..... .. .r. .. .. ....... *.- 12 Technician Training Centers..e...s........... 13 Technical and Vocational Teacher Training........ 13 Technological Content......................... 14 Pedagogical focus o ........................... 15 Research and Development ...................... 15 Teacher Training Facilities................... 15 Tourism Sector Training ................ . ..15 Strengthening of MCT's Training Department.... 16 Instructor Training. ................. . 16 Tourism Training Center s.......... 16 This report is based on the findings of an appraisal mission which visited Turkey in September/October, 1987. The mission comprised Mesdames C. Lee (economist, mission leader), P. Kleysteuber (operations assistant), Messrs. I. Goodine (technical educator), S. Sigurdsson (implementation specialist), and L. Briggs (technical educator). This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  Page No. III. PROJECT COSTS, FINANCING, MANAGEMENT AND IMPLEMENTATION 17 Cost of the Project ..... . ...... . . 17 Project Financing ............... ................... 20 Project Management . .. ................................. 21 Status of Preparation . .. . ............................. 25 Supervision Requirements ............................. . 25 Disbursements, Accounts and Audits ... 26 IV. BENEFITS AND RISKS ..... 27 benefits ................................... . .. . o. 27 Risks ....... 27 V. AGREEMENTS TO BE REACHED AND RECOMMENDATIONS ....... o .... 29 Annexes: 1. The Council for Higher Education (YoK) 2. Starting Monthly Salaries of Engineers, Technical Teachers and Technicians 3. Projected Enrollment in 20 Technician Training Centers 4. Requirements for Instructors in 20 Technician Training Centers 5. Projected Enrollments and Output by Type of Program for the Faculties of Technical and Vocational Education 6. Unit Costs of Equipment Per Training Place 7. Price Contingency Allowances S. Summary Account by Project Component 9. Technical Assistance Program: Fellowships and Expert Services 10. Requirements for Trained Manpower in the Tourism Sector 11. Requiremeuts for Instructors in Hotel Specializations 12. Technical Assistance Program for Tourism Sector Training 13. Related Documents Available in Project File Schedules: I. Implementation Schedule II. Disbursement Schedule III.Implementation Schedule for hotel, catering and Tourism Training Charts: 1. Organization Chart of the Council for Higher Education 2. Proposed Management Structure for Industrial Training 3. Organization Chart of the Ministry of Culture and Tourism 4. Proposed Management Structure for Tourism Sector Training Map: Institutions supported under the Second Industrial Training Project (IBRD Reference No.19975)  (i) REPUBLIC OF TURKEY INDUSTRIAL TRAINING II PROJECT STAFF APPRAISAL REPORT Loan and Prolect Summary Borrower: Republic of Turkey Amount: US$115.8 million Terms: Seventeen years, including a four-year grace period, at the Bank's standard variable interest rate. Project Descrirtion: The project supports the Government's efforts to improve the quality and increase the quantity of trained technicians for the industrial sector, to meet urgent needs for well-trained technical and vocational teachers in secondary, post-secondary and non-formal vocational/technical training institutions and to increase the supply of trained hotel, catering and other service personnel for the tourism sector. The project would assist the Council of Higher Education (YnK) in developing: (i) a national system of higher-level technician training, initial support for which is being provided under the Industrial Training Project (Loan 2399-TU); and (ii) a system of high-quality technical and vocational teacher education in four Faculties of Technical and Vocational Education (FTVEs). In addition, the project would support the Ministry of Culture and Tourism (MCT) in developing a national training system for hotel, catering and tourism occupations. Specifically, the project would support the conversion of 20 outmoded, ill-equipped and inappropriately staffed Vocational Schools of Higher Education (VSHEs) into proper Technician Training Centers (TTCs), the expansion and upgrading of existing instructor training programs at the FTVEs to meet a projected shortfall of over 13,400 technical and vocational teachers by 1991, as well as the upgrading and expansion of 10 tourism training centers (TUREMs). Benefits and Risks: The project would increase the supply of well-trained technicians and technical/vocational instructors to improve industrial productivity, leading to higher output and increased foreign exchange earnings. The project would also provide post-secondary training for women in specializations such as commercial studies, financial administration and tourism. In addition, the project would meet the urgent need for trained manpower in the rapidly expanding tourism sector which is anticipated to have foreign exchange earnings of about US$1.6 billion in 1988. There is a risk that roK does not have the capability to manage the industrial training system on a continuing basis. This risk would be minimized through technical assistance to strengthen and expand YUK's  (ii) Technician Training Unit (TTU) into a permanent agency resnonsible for coordinating technician and technical/vocational teacher trair.ing. There is also a risk that training programs may be compromised by an overly academic orientation due to the attachment of the TTCs to the universities. This risk would be diminished by the strong commitment of YoK to make technician training programs relevant to the needs of industry and by cooperative arrangments for the training with industry. Since many FTVE graduates currently prefer to work in industry, there is a risk that the Ministry of Education (MOEYS) may not be able to attract sufficient FTVE graduates to teach in its secondary schools. To alleviate this risk, the MOEYS has proposed to improve the terms of service for technical and vocational teachers. The Bank fully supports the recommendations of the MOEYS which are being considered seriously by the Government in view of the critical shortage of teachers in technical/vocational institutions. The proposed project would assist in improving recruitment and retention rates of teachers through: (a) re-orienting FTVE programs towards teacher education to ensure that the end-products are trained to teach and not serve as engineers; and (b) improving teacher quality and involving the MOEYS in curriculum development and standards setting for teacher training, thereby eliminating the need for an external examination in which the passing rate is only about 50 percent. The MOEYS would also simplify recruitment procedures for teachers in order to shorten the waiting period for candidates. Finally, there is a risk that the MCT may not be able to implement project activities in a timely fashion. To reduce this risk, disbursements against expenditures incurred under the tourism training component will not start until the Bank has reviewed and agreed on the details of an implementation program for the component.  (iii) Estimated Project Costs: Local Foreign Total a/ (US$Million) Management of Technician Training (YoK) 0.2 1.5 1.7 Industrial Technician Training 28.1 64.9 93.0 Technical/Vocational Teacher Training 7.9 25.2 33.1 Tourism Sector Training 2.2 4.9 7.1 Total Baseline Costs 38.5 96.5 134.9 Contingencies Physical 3.0 7.6 10.6 Price 8.5 11.8 20.3 Total Project Costs 50.0 115.8 165.8 Financing Plan: Govermnment 50.0 - 50.0 Bank - 115.8 115.8 Total 50.0 115.8 165.8 a/ Details of items may not add up to totals because of roundings Estimated Disbursements (US$million): - - Bank Fiscal Year 1989 1990 1991 1992 1993 1994 1995 1996 Annual 10.0 14.1 21.0 23.2 21.0 14.8 8.4 3.3 Cumulative 10.0 24.1 45.1 68.3 89.3 104.1 112.5 115.8 Ecor.omic Rate of Return not applicable. Staff Appraisal Report: No. 7038-TU Map: IBRD No. 19975  REPUBLIC OF TURKEY SECOND INDUSTRIAL TRAINING PROJECT I. ECONOMIC DEVELOPMENT AND INDUSTRIAL TRAINING Economic Development 1.01 Industrial production and, in particular, manufactured exports have been the mainstay of the sustained economic growth experienced since 1981. Between 1980 and 1985, manufactured exports grew by almost 41 percent per year, which doubled industry's share in exports from 36 percent to 75 percent. However, the industrial sector faces major technological problems that could jeopardize future export growth and the competitiv6.iess of Turkish products in European markets. These problems which include low labor productivity, poor product quality, low design and engineering capability, weak production management skills, and poor preventive plant and equipment maintenance, are directly linked to the serious shortage of highly skilled technicians and specialized manpower in the country'. 1.02 Industrial employers frequently report that well-trained technicians are in short supply, particularly in exporting industries which require high standards of quality control, modern production techniques and specialized machinery. These qualitative labor market signals have been confirmed by an industrial training needs survey conducted in early 1986 to assess the demand for technicians in export-oriented manufacturing industries-'. Survey results indicate that approximately 40,000 additional technicians3/ would be required by the top 500 export-oriented industrial firms during the five-year period of 1986 through 1990, of whom about a third or 12,500 would be higher-level technicians or "tekniker" with strong theoretical backgrounds. Hence, the total demand for higher-level technicians by the manufacturing industries could be estimated at about 2,500 per year. The impact of labor migration on this demand would be minimal because: (a) the outflow of workers to Europe has been declining since 1981: and (b) recent reports indicate that the majority of those leaving for the Middle East are semi-skilled and skilled workers, and not higher-level technicians. 1/ See: (a) IBRD: Private Manufacturing - Assessment of the Impact of Past Policies and Future Adjustment Needs, Report No. 6684-TU, July 1987; and (b) IBRD: Turkey Industrialization and Trade Strategy, Report No. 3641-TU, February 1982. 2/ This survey was conducted by the Council of Higher Education (YoK) as part of a pre-investment study for expansion of the higher-level technician training system under its jurisdiction. The survey covered 268 industrial firms (with an average of 800 employees) located in 37 major cities - a sample representing 20 percent of the top 500 export-oriented industrial firms in Turkey. Ranking of these top 500 firms was based on the annual output value of their exports. 3/ The term "technician" as used in Turkey, includes semi-skilled and skilled workers as well as bona fide technicians, who are called "tekniker" in Turkish.  -2- 1.03 The scarcity of skilled technical manpower points to insufficient investments in human resource development in general, and to inadequate industrial training in particular. Programs for the training of bona fide technicians are qualitatively and quantitatively lacking. As a result, many of the "technicians" currently working in industry are actually either graduates of secondary technical schools who have subsequently acquired their skills on-the-job, or university graduates or dropouts willing to accept technician-level jobs. Outside the formal education system, training opportunities for skilled workers and technicians are limited since only a few major industries offer in-plant training. Hence, in launching the structural adjustrent program in 1980, the Government recognized that a major undertaking was needed to expand and improve industrial training in order to produce an adequate supply of well-trained, productive and skilled manpower. 1.04 Scarcity of trained manpower in also constraining the expansion of the tourism sector which is becoming an increasingly important source of foreign exchange earnings for the countrys'. Based on the anticipated increase in the capacity of licensed accomodation facilities (100,(X00 beds by 1989), additional requirements for trained manpower in the sector have been estimated at about 4,000 hotel, catering and other tourism related service personnel per year. Of this number, about 1,800 would be skilled workers. Consequently, the Ministry of Culture and Tourism (MCT) which is responsible for tourism promotion activities as well as the training of skilled manpower at the basic levelZ', is strongly committed to improve both the quality and quantity of trained manpower in tourism occupations. Industrial Traning 1.05 Pre-service training of semi-skilled and skilled workers is undertaken mainly by the Ministry of Education, Youth and Sports (MOEYS) through the secondary technical schools, trade schools and night schools, as well as through an apprenticeship training program. Previous bank sector work 3' has indicated a clear need to extend and improve the skill training programs of the MOEYS to improve the quality and quantity of semi-skilled and skilled workers. However, a more pressing priority is technician training, of whicii there is little in Turkey. The expansion and improvement of technician and 3ther skill training programs is however, constrained by a lack of well-trained technical and vocational teachers. Another high priority is therefore to address this problem by improving the system of technical and vocational teacher training in the country. Finally, since expansion of the tourism sector which is increasingly important to the economy is constrained by the serious shortage of trained manpower in hotel, catering and tourism occupations, a concerted effort has to be made to upgrade and expand training programs in these specializations. 1/ Foreign exchange receipts from the tourism sector increased from US$381.3 million in 1981 to US$l.2 billion in 1985 and are anticipated to reach US$1.6 billion in 1988. 2/ Training in tourism occupations is currently done at three levels: (i) basic level training for skilled workers provided by the MCT at 5 Tourism Training Centers (TUREMs); (ii) secondary level training provided by the MOEYS in 11 hotel schools; and (iii) university level training in hotel and tourism management at 18 colleges under Yok. 3/ See IBRD: Education and Training Sector Survey, Report No. 6249-TU, September 1986.  -3- 1.06 Technician Training. The Council for Higher Education (YoK) is the key Government agency responsible for training higher-level technicians in Turkey. TYK was established in 1981 as a semi-autonomous Government agency which reports directly to the Head of State on matters pertaining to post-secondary education, including universities and the two-year post-secondary Vocational Schools of Higher Education (VSHEs) attached to various parent universities. YoK's responsibilities include the training of teaching staff and the appointment of the senior staff and management of the *_niversities and VSHEs. A detailed description of YoK and its organization structure are given in Annex 1 and Chart 1, respectively. 1.07 There are currently 75 VSHEs under YoK with an enrollment of about 35,000 students in two-year courses in business studies, secretarial studies and tourism, as well as in technical fields such as electronics and instrumentation. These VSHEs suffer, however, from an over-formalized approach to training, inadequate premises, out-dated curricula, lack of equipment and a shortage of appropriately trained instructors. Furthermore, the unusual administrative structure which places technician training within the university system gives rise to several concerns, foremost of which is the issue of staffing the VSHEs. The current practice of assigning instructional staff from various faculties to teach at the VSHEs on a part-time basis is unsatisfactory because such staff generally do not have appropriate qualifications to train technicians and tend to treat technician training as the first phase of an engineering program. This obscures the objective and dilutes the quality of training. The attachment of technician training institutions to universities also presents the risk that training programs may be compromised by an overly academic orientation. 1.08 Another weakness of the administrative structure is that Y5K does not have the institutional capacity to ensure that its policy decisions are effectively carried out by the various universities responsible for the VSHEs. A Technician Training Unit (TTU) was established in YoK in 1983 to carry out coordinated planning and supervision of technician training on a continuing basis; however, inadequate staffing of the unit has prevented it from effectively carrying out these functions. The lack of qualified permanent staff at the TTU to plan the development of training programs in accordance with projected manpower needs, and to coordinate the implementation of training policies with parent universities of the VSHEs, has resulted in ad hoc expansion of the post-secondary vocational training system. 1.09 On the positive side, many VSHES have established unusually close linkages with local industries which are maintained through advisory committees and by the inclusion of a four-month industrial attachment in the training program. During such an attachment, trainees are graded by their supervisors in industry in cooperation with staff from the training centers and the results are incorporated into the requirements for graduation. Y5K has also utilized advice from industry in developing a coherent national policy on technician training.  -4- 1.10 A scheme is now being implemented by YoK to systematically upgrade selected VSHEs so that they are more capable of meeting the needs of industry. As a first step, eight VSHEs-' are being developed into industrially-oriented Technician Training Centers (TTCs) with assistance from the Bank under the Industrial Training Project (Loan 2399-TU) which became effective in 1984. A major component of this project consists of equipping, furnishing and minor refurbishment for eight TTCs, a fellowship training program for instructors, and technical assistance for the development of new curricula for eleven specializations. Currently, four of the TTCs have enrolled students in new training programs, and from 1991 onwards, total annual output from all eight TTCs would be about 1,200 technicians. 1.11 Technical/Vocational Teacher Training. Although new initiatives on training are underway, both ongoing and planned training efforts are constrained by the severe shortage of instructors and qualified senior staff to manage the expanding technical/vocational training system. YoK and the MOEYS are experiencing difficulties due to the lack of qualified staff to undertake the administration of training institutions, plan new programs and curricula and conduct applied research in response to the changing needs of industry. 1.12 The training of technical teachers is carried out at three Faculties of Technical Education (FTEs) while vocational teacher training is done at one Faculty of Vocational Education (FVE). These faculties are attached to universities in the western, central and eastern parts of the country. The Faculties of Technical/Vocational Education (FTVEs) have not kept pace with developments in instructor training in the last decades and are not producing teachers of the right quality and in sufficient numbers to staff the Government's training institutions. 1.13 A major reason for poor teacher quality is that the FTVEs see their role as producers of technical manpower (engineers) for industry and not as teacher training institutions. Consequently, they have oriented their training programs to suit industry, even entertaining the idea of awarding engineering degrees in place of the present teaching degree. As a result, there is an over-emphasis on engineering practice and production work with a corresponding neglect of technical teaching skills and pedagogical development. Graduates of these programs are therefore ill-equipped to serve as effective teachers, and as such, are frequently rejected by the MOEYS. 1.14 Apart from the poor quality of output, the supply of graduates from the four-year programs in the FTEs falls far short of the demand for technical teachers. The best demand estimates have been done by the MOEYS and YoK based on current shortages and projected enrollments in their training institutions. As shown in table 1.1, during the five-year period of 1987 through 1991, over 17,000 technical teachers would be required. Current annual output from the FTEs is only about 1,200 teachers or about 6,000 over 1/ These VSHEs have been selected on the basis of: (a) their proximity to local industry; (b) the level of support for the program from local industry; and (c) the adequacy of the existing buildings for technician training programs.  -5- five years, which will create a shortfall of 11,000 teachers. Clearly, alternatives to the four-year pro-service courses are needed to close the gap between demand and supply. During the ame five-ye-ir period, additional requirements of about 12.650 vocational teachers have been projected. The source of such teachers is the FVE which offers four types of training programs: (a) a four-year degree program to prepare teachers for the high schools offering technical education for girls; (>) a four-year degree program to prepare teachers for tourism and commercial high schools; (c) a two-year certificate program to prepare teachers for vocational and non-formal vocational education; and (d) a two-year certificate teacher preparation program for girls' technical education. Annual output from these programs, however, is only about 2,000 vocational teachers or about 10,000 over five years which will create a shortfall of 2,650 teachers. In summary, if annual enrollments at the FTVEs remain at current levels, there would be a shortfall of about 13,700 technical and vocational teachers by 1991. 1.15 In addition to the problems of poor quality and quantity of output from the FTVEs, the MOEYS L,as not been able to attract and retain sufficient numbers of technical and vocational teachers in their training institutions. The main reason for this is the unfavorable terms of service (low salaries and lack of career prospects) for technical and vocational teachers. As indicated in Annex 2, a technical teacher receives only about 10 percent more in starting monthly wage than a fresh technical high school graduate even though the former has invested in an additional four years of higher education. Conversely, 6 newly-graduated engineer who joins the public sector earns about 60 percent more than a technical teacher even though both have had the same number of years of post-secondary education. As a result, many of the graduates of the FTVEs prefer to work in industry rather than teach. If the current poor recruitment and retention rates of such teachers peraist, the :IOEYS would face a more serious shortage than the projected shortfall of technical and vocational teachers shown in Table 1.1. 1.16 Another weakness of the current technical/vocational teacher training system is the poor linkage between the FTVEs and one of their major clients, the MOEYS. The lack of a formal channel of communication between the two parties has resulted in the FTVEs planning and implementing training programs which do not meet the needs and/or the standards set by the MOEYS for technical and vocational teachers. Since the MOEYS and the FTVEs have not agreed on a set of qualification standards for teachers which could be incorporated into the training programs, graduates are required by the MOEYS to pass an external examination before they could qualify as teachers. The MOEYS' dissatisfaction with the quality of the training programs is reflected in the low passing rate of this examination (about 50 percent). The problem of low recruitment rates is further exarcebated by the slowness of the MOEYS' selection procedures for teachers. On average, it takes a prospective teacher from six to eight months following graduation to secure a position. In that period, many of those who could qualify as teachers are able to find alternative jobs in industry. Consequently, only about 20 percent of graduates actually become teachers. 1.17 Tourism Sector Training. The MCT is responsible for basic level training of hotel, catering and tourism personnel at 5 Tourism! Training Centers (TUREMs) located in Western Turkey, Western and Central Anatolia. These 5 centers which provide training for about 400 students a year, are insufficient to meet the needs of trained manpower in the to,urism sector (para. 1.04). Although the MCT is strongly committed to meeting the serious shortages of trained manpower in the tourism sector, expansion and improvement of basic level training programs are constrained by the lack of: (a) appropriate training facilities; (b) up-to-date equipment; and  -6- (c) well-trained instructors. Furthermore, the Training Department of the MCT lacks professional staff who are able to plan and develop training programs in accordance with projected manpower. Gmernment Industrial Training Polieies and Budgetary Support 1.18 Government industrial training policies. The main thrusts of the Government in industrial training are to: (a) improve the effectiveness of existing programs; (b) increase the scale of industrial training; and (c) establish an appropriate institutional framework for industrial training. To improve the effectiveness of training programs, agencies engaged in industrial training have begun to link their training more directly to the needs of industry. In 1983, the MOEYS introduced a new program aimed at linking the secondary technical school curriculum to the needs of industry. More recently, a new Apprenticeship and Vocational Training Act was passed in June, 1986 to establish the legal and financial basis for industrial employers to participate in the apprenticeship training program of the MOEYS. To increase the scale of industrial training, the Government has not only expanded public training programs but also encouraged private sector participation in industrial training. In addition to the Industrial Training and Development Center (SEGEM) affiliated co the Ministry of Industry and Trade (MIT), large private corporations such as Koc Holdings, and many State Economic Enterprises (SEEs) in coal, textiles and mining, have developed an in-service training capacity. In the longer term, the Government aspires to establish an institutional framework for industrial training through a national scheme which would rationalize the provision of industrial training and provide financial incentives to employers to provide training. The groundwork for this is being laid by the MIT, through SEGEM. 1.19 Budgetary Support for Industrial Training. According to the most recent (1985) data, total expenditures of the MOEYS and YoK on education and training accounted for 8 percent of all central government expenditures - a share that is lower than normally found in countries at Turkey's level of development, such as Portugal (22 percent), Tunisia (19 percent), Korea (21 percent), and Jordan (10 percent). In 1985, technical and vocational education at the secondary level accounted for 14 percent of all MOE expenditures or 0.9 percent of all central government expenditures. Post-secondary technical education expenditures for that same year accounted for about 8 percent of all higher education expenditures, or 0.1 percent of all central government expenditures. Hence, total expenditures for technical and vocational education amounted to only about 1.0 percent of all central government expenditures in 1985. Both the Government and the Bank concur that this amount is insufficient, given the size of the technical and vocational training system and its rapid expansion in response to skilled manpower needs. 1.20 To mobilize additional resources for education and training, the Government has begun to institute some cost recovery measures and to encourage private sponsorship of education and training. Beginning in academic year 1984/85, all students of post-secondary institutions are required to pay tuition fees ranging from TL40,000 to TL100,000. In 1985/86, fee income from post-secondary institutions was about TL 10 billion or 6 percent of the recurrent YoK budget that year. Under an edict, fees collected at the university level should not cover more than 20 percent of recurrent costs. Hence there is scope for increasing the revenue from fees. The private sector is also being mobilized for the industrial training programs of the MOEYS. Private schools now account for nearly 2 percent of the total enrollment at the secondary level. Under the new Apprenticeship and Vocational Training Act  -7- Table 1.1 Projected Requirements for Technical and Vocational Teachers Type of Year Institution and/or *------------------------------------------------- Program * 1987 a/ 1988 1989 1990 1991 Total _