Given the social, geographical and economic differences between countries, it is inevitable that the planning and evaluation processes of education systems, and therefore the education policies adopted by countries, will vary. These social, geographical and economic differences are also an important factor influencing the organisation of countries' academic calendars. In this context, each country shapes its educational processes according to its own conditions. The aim of this study is to examine the duration of education by comparing the academic calendar in Türkiye with that of OECD countries. Qualitative research methods, specifically document analysis, were used to collect data. The study began with an analysis of the duration of education and holidays in the selected countries. Then, the differences in class hours and holiday periods were revealed in detail, and the impact of these differences on education quality was discussed. After that, Türkiye's 180-day academic calendar was examined, and the advantages and disadvantages of the mid-term holiday system were evaluated. The findings have revealed that Türkiye has longer summer holidays and shorter class hours compared to OECD countries. In conclusion, it has been stated that the academic calendar in Türkiye can be made compatible with OECD standards. In this regard, it has been emphasised that increasing the duration of education, shortening long holidays, increasing social activities, and improving performance evaluations can be beneficial. This research presents an optimisation proposal aimed at increasing the effectiveness of education policies in Türkiye and strengthening competitiveness.