Abstract:

The problem of selecting and placing the individual to higher education within a framework appropriate to his/her cognition and ability structure is still up-to-date. In this direction, the transition process from basic education (primary education) to secondary education (high school) includes different applications on a global scale. In recent years, various selection and placement elements such as central examination, students’ academic grades, academic background, student skills, teacher observations and guidance, student and parent preferences, local placement (address-based) have created alternatives for transition to high school. As a matter of fact, while teacher's opinion and advice are important in the transition to secondary education in Germany, a strict and challenging exam is more prominent in South Korea. While there is a transition process to secondary education based on student interests and abilities in Estonia, students are transferred according to the results of the basic education completion exam in Singapore. At the same time, while the secondary school grades of the students are determinant in the transition to secondary education in Finland, in Turkey, the central examination or student grades and address-based local placement have begun to dominate. In this context, in this study, it is aimed to deal with alternative models in different countries on the basis of the transition process and history of secondary education in Turkey, and it is thought that it will benefit the planning of future education configurations.

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