Abstract:

With so much attention on improving the quality of education, with thousands of millions spent each year to remedy the situation, why do education failures persist? There is an answer. Quite simply, these efforts have been directed at solving the wrong problems. At the root of educational failures lies a fundamental problem that has been almost universally overlooked: Students have never been taught how to learn. Students are thrown into their school years and basic subjects without ever first being taught how to go about learning those subjects. As they grow older they are confronted by more and more complex areas of study, still without ever having acquired the skills with which to assimilate information, evaluate its relative importance and put it to use. This has been the vital missing ingredient that has hampered all fields of study. It handicaps both student in school and adults in life. Thus, many students find education a trying and difficult process. They never master the ability to rapidly learn something with certainty and ease. Others, even though they apparently have less difficulty studying, find they are unable to apply what they have read. It is a reality of the modern world that anyone in the work force, whether on the factory floor or in the executive suite, must have an ability to assimilate important information, retain it and then be able to apply it. This process, whether formal or informal, is what is meant by “study.”

This study focused on three objectives: Improving the quality of education and training systems, making access to learning easier, opening education and training to the world. The aim of this study is to given methods to improve the quality of education and which standards are determined the quality and for supporting this idea; Turkish education system were examined with right and wrong sides and compared with education systems which including European Union countries.

Keywords:

Education system, training system, quality of education.