**6. Higher education placement system and central examinations in Turkey**

While the demand for higher education and the number of high school graduates has been continuously increasing, the total capacity of higher education institutions in Turkey has not increased in parallel with these numbers [42]. The increasing demand for higher education has forced universities to seek student selection and placement methods. Hence, a central examination system has been used in order to solve the problem of accumulation experienced during the process of accessing higher education in Turkey [42]. Although the structure of the central examinations has changed frequently, the existence of these exams has not yet come to an end. In 1974, a decision was made for launching a center that would administer the univer‐ sity entrance exam. As a result, the Inter‐university Student Selection and Placement Center was established. Under the name of the Student Selection and Placement Center (OSYM), this center has been preparing central exams for secondary school graduates who wish to enter higher education institutions since 1981 [2].

In Turkey, the university entrance system has been implemented in a two‐stage, 6‐exam struc‐ ture since 2010. The first stage is the Higher Education Transition Examination (YGS), and the second is the Undergraduate Placement Examination (LYS), which consists of five separate examinations. In 2015, a total of 2,126,670 candidates applied for ÖSYS in order to enter higher education. Of these candidates, 1,987,484 have entered YGS. There were 1,779,850 candidates who entered the exam and passed the 140 point limit. There were 1,369,147 participants who have passed the 180‐point limit. According to the numbers revealed by OSYM [43], in 2015, 983,090 students were placed in universities (417,714 undergraduate students, 195,791 asso‐ ciate students, 171,445 associate students without examination and 198,140 open education students).

The university placement exam aims to choose the ones who are appropriate for the quo‐ tas among many candidates [2]. A centralized exam, based on multiple‐choice questions, has been conducted in order to eliminate the possibility of student mistrust. However, the exist‐ ing student placement exam takes only the score superiority among those who apply to a program into account. The candidate may ignore his/her own interests and abilities and can often turn to a profession that he will not be interested in the future. In addition, students who graduate from some public schools and private high schools in Turkey can be placed in one of their first choices according to the exam results. The share of these students in the total number of students in secondary education is below 10%. The other majority either tries to keep up with a program that they are not interested in, or tries to change their program by tak‐ ing the exam multiple times in the following years. The centralized examinations objectively measure the competence and knowledge of students [2]. Obviously, it is not realistic to expect a centralized exam to solve the social and economic inequalities experienced in entering the university. However, this should not be the reason for ignoring the fact that exam results play a decisive role in the placement of students in higher education institutions and contribute to the maintenance of this disparity [2].

• Adult demands for higher education are increasing, and the age range is expanding.

• The individual benefits of higher education remain important. In this context, employment

**6. Higher education placement system and central examinations in Turkey**

While the demand for higher education and the number of high school graduates has been continuously increasing, the total capacity of higher education institutions in Turkey has not increased in parallel with these numbers [42]. The increasing demand for higher education has forced universities to seek student selection and placement methods. Hence, a central examination system has been used in order to solve the problem of accumulation experienced during the process of accessing higher education in Turkey [42]. Although the structure of the central examinations has changed frequently, the existence of these exams has not yet come to an end. In 1974, a decision was made for launching a center that would administer the univer‐ sity entrance exam. As a result, the Inter‐university Student Selection and Placement Center was established. Under the name of the Student Selection and Placement Center (OSYM), this center has been preparing central exams for secondary school graduates who wish to enter

In Turkey, the university entrance system has been implemented in a two‐stage, 6‐exam struc‐ ture since 2010. The first stage is the Higher Education Transition Examination (YGS), and the second is the Undergraduate Placement Examination (LYS), which consists of five separate examinations. In 2015, a total of 2,126,670 candidates applied for ÖSYS in order to enter higher education. Of these candidates, 1,987,484 have entered YGS. There were 1,779,850 candidates who entered the exam and passed the 140 point limit. There were 1,369,147 participants who have passed the 180‐point limit. According to the numbers revealed by OSYM [43], in 2015, 983,090 students were placed in universities (417,714 undergraduate students, 195,791 asso‐ ciate students, 171,445 associate students without examination and 198,140 open education

The university placement exam aims to choose the ones who are appropriate for the quo‐ tas among many candidates [2]. A centralized exam, based on multiple‐choice questions, has been conducted in order to eliminate the possibility of student mistrust. However, the exist‐ ing student placement exam takes only the score superiority among those who apply to a program into account. The candidate may ignore his/her own interests and abilities and can often turn to a profession that he will not be interested in the future. In addition, students who graduate from some public schools and private high schools in Turkey can be placed in one of their first choices according to the exam results. The share of these students in the total number of students in secondary education is below 10%. The other majority either tries to

• The social demand for higher education (the learning society) is continuing.

• The participation of females is growing faster than the participation of males.

participation, relative earnings, and individual outcomes tend to rise.

higher education institutions since 1981 [2].

156 Global Voices in Higher Education

students).

The supply‐demand imbalance in higher education creates adverse effects especially on the functioning of secondary education and increases the demand for after‐school support; the imbalance puts the families under a financial burden and most importantly creates adverse effects on the psychology of young people and their families [40]. The inability to establish a proper balance between supply and demand also contributes to the formation of competi‐ tion in the field of higher education. The imbalance between supply and demand has led to competition in some programs. The fact that the competition is so comprehensive makes it inevitable that there are winners and losers [1].

The negative effect of the examination system is felt in the whole education process, start‐ ing from the elementary school level. Families whose social and economic conditions are appropriate usually make long‐term educational plans for their children. As a consequence, they look for ways to increase the chances of their children in this tough long‐lasting race [35]. For this reason, the existing examination system is effective in changing the nature of the relationship established with knowledge. Acquisition of knowledge to succeed in exams leads to its instrumentalization and therefore externalization to its subject [44]. This process that accelerates the commodification of knowledge is influential in the transformation of all relations in the educational process. Educational achievements are measured by exams and tests, and the reduction of achievement to success in the central exams creates a competitive environment among the students and the teachers [45] and makes learning associated with drudgery.

The reduction of the examination system to a technical level by ignoring the economic and social influences of the entrance system makes the attempts for improving the system inef‐ ficient. For this reason, access to the university should be considered in a comprehensive way, taking into account social, economic and political consequences [46]. Otherwise, the education system supported at every stage by "student selection" processes will reproduce the differences and inequalities that the capitalist system has created and deepened in the society [47]. Rare examples, such as the placement of students from different socioeconomic classes in higher education programs that demand high scores, are the most basic arguments for advocating centralized exams. However, studies conducted in Turkey reveal that there is a relationship between exam achievement and the socioeconomic origin of students, the type of school they finish, their parents' educational status, and the geographical region where they come from. Although inequalities in education are accepted by almost all seg‐ ments of the society, the opportunity given by the exam is appealing to people from all seg‐ ments of life [45].
