Republic of Turkey

Ministry of National Education

THE TURKISH EDUCATION SYSTEM

AND
DEVELOPMENTS IN EDUCATION

January, 2001

CONTENT

1. THE STRUCTURE OF TURKISH EDUCATION SYSTEM......... 1

2. THE STRUCTURE OF MINISTRY OF EDUCATION....... 3

3.SCHOOL SYSTEM..................................4

4.WORK DONE BY THE MINISTRY CONCERNING ..............16

EDUCATION AND TRAINING

Our countrys education services are organised as to meet the needs of

social life and modern age.
Turkish Education System has democratic, modern, secular and coeducation characteristics. The aims of the system are to increase prosperity and
welfare of Turkish citizens and society, to support and accelerate economic,
social, cultural development in accordance with national unity and integrity, and to
make Turkish Nation contemporary civilisations constructive, creative and
distinguished partner.
Principles of Education Policy are determined as providing education that
aims productivity in life and occupation in accordance with national structure,
geography, culture and customs, preparing suitable education programmes and
text books, establishing modern schools with scientific opportunities, providing
materials required for education and forming the necessary management and
training staff who can carry out education and training services at the highest level.
1.1 The Turkish National Education System is organised taking in to
consideration the following;
A. Laws on Education and Training
B. Development Plans
C. Government Programmes
D. Recommendations of the National Education Councils.
A. Laws on Education and Training
The basic duties of the state have been determined in accordance with the
Constitution of the Turkish Republic, the Basic Law of National Education
no 1739, the Law for Unification of Education and the Law for Eight-year
Compulsory and Uninterrupted Education no 4306.

B. Development Plans
In development plans, which are prepared every five years, the manpower
needs of the country, manpower and employment relations, resources allocated to
formal and non-formal education, distribution of these resources, measures for
improving the quality of education and training are determined. Respective
measures are implemented in co-operation with the related organisations and
institutions under the over all co-ordination of the State Planning Organisation.
C. Recommendations of the National Education Councils
National Education Councils are the highest consultative and decision
making bodies of the Ministry of National Education which was established in 1933
by Law no. 2287 in order to develop Turkish National Education system and to
improve its quality, and they convene once every four years. These councils are
scientific and participative meetings within the democratic framework.
Decisions taken by the representatives of different society sections are
implemented after the approval of the authorities.
D. Government Programmes
Government Programmes are determined and implemented within the
framework of the policies and strategies related to national education, the
Constitution of the Turkish Republic, the laws regulating education and training
and the Development Plans prepared every five year.
2. THE STRUCTURE OF MINISTRY OF NATIONAL EDUCATION
The Organisation of the Ministry of National Education has gained its
current form according to the Law on Organisation and Responsibilities of Ministry
of National Education no. 3797 on 30.04.1992 (Table 1)
Ministry of National Education consists of central, provincial, overseas
organisations and affiliated establishments.

Central Organisation
Central organisation consists of Ministers Office, Board of Education, Main
Service Units, Consultancy and Inspection Units, Auxiliary Units and Permanent
Committees.
Provincial Organisations;
Provincial organisations consist of Provincial Directorates and District
Directorates of National Education.
Overseas Organisations;
Overseas organisations consist of Education Consultancy, Education
Attach and Turkish Cultural Centres.
Affiliated Establishments
Affiliated establishments consist of National Education Academy, General
Directorate of Tertiary education Loans and Dormitories and General Directorate
of Education Technologies.
3. SCHOOL SYSTEM
According to the Basic Law of National Education no 1739, The Turkish
Education System consists of two main divisions: (Table 2)
a. Formal Education
b. Non-formal Education
FORMAL EDUCATION
Formal Education, in other words school system, is divided into four levels:
-

Pre-school Education

Primary Education

Secondary Education

Tertiary Education

3.1 Pre-school Education

Pre-school education is optional and covers children who have not yet
reached the age of entry to primary education. The levels of pre-school education
are:
0-36 months (0-3 year-old) Day Nursery
37-60 months (4-5 year-old) Kindergarten
61-72 months (6 year-old) Pre-school Class
At the end of the implementation period of the 7th Five-year Development
Plan, schooling rate was 8.9% for pre-school education. It is projected that the
schooling rate for pre-school education will be 16% in the coverage of the 8th
Five-year Development Plan.
There were 251.596 students attending these schools in 1999-2000
academic year. The schooling rate for pre-school education was 9.4% and its
proportion to total population was 4%.
3.2 Primary Education
Primary Education, which is free at all state schools, is for the education of
children between the ages of 6 and 14, and it is compulsory for all.
Primary Education institutions consist of eight-year schools. In these
schools,

uninterrupted education is provided and graduates get the primary

education diplomas. Primary education also provides a process which takes into
consideration interest, desire, talent and vocational values in the direction of the
objectives of Turkish National Education and contemporary education based on
guidance.
The schooling rate of primary education, which was 83 % at the end of 7th
Five-year Development Plan, is aimed to reach 100% at the end of 8th a Five-year
Development Plan.
As of 2000-2001 academic year there were 36.047 primary education
schools, 10.289.233 students and 345.001 teachers in these schools .
The proportion of the number of students in primary education to total
population is 16%.

3.3 Secondary Education.

Secondary Education covers general high schools, and vocational and
technical high schools which provide at least three-year education for the
graduates of primary education. The aims of secondary education are to provide
the students with common general culture and to prepare them for tertiary
education, life and vocational fields in accordance with their interests and talents
through various programmes.
The schooling rate at this level is 36.6 for General High Schools, 22.8% for
Vocational and Technical High Schools and the total schooling rate is 59.4%.
The total number of students in secondary education is 2.128.957, the
proportion of this figure to the total population is 3.4 %.
a. General High Schools
The aims of these schools are to bring up students as individuals who are
acquainted with the problems of the society and who contribute to economic,
social and cultural development of the country and to prepare them for tertiary
education as well.
GENERAL HIGH SCHOOLS
(2000-2001 Academic Year)
School Type

Number of
Schools

Number of Students

Number of
Teachers

High School

1.553

987.457

46.025

Anatolian High School

413

202.872

11.352

Science High School

48

9.992

724

Anatolian Fine Arts High 38

4.159

444

30.042

2.206

32.958

2.124

School
Multi-Curricula

High 142

School
Anatolian

Teacher 91

Training High School

Private High School

457

56.603

8.469

Total

2.746

1.324.083

71.344

b. Vocational and Technical High Schools

Vocational and technical high schools are the training institutions which
train individuals for business and vocational fields and prepare them for tertiary
education.
These schools are composed of ;
l. Technical Education Schools for Boys
2. Technical Education Schools for Girls
3. Commerce and Tourism Education Schools
4. Religious Education Schools.
Total number of the students in these schools is 938.028, and the
proportion of this figure to the total population is l.3 %.
l. Technical High Schools For Boys
The main aim of these schools, functioning under the General Directorate of
Technical Education for Boys is to train qualified manpower required for
national industry.
Technical High Schools For Boys
(2000-2001 Academic Year)
School Type

Industrial
Vocational
High Schools
Technical High Schools.
Anatolian
Industrial
Vocational High Schools.
Anatolian Technical High
Schools.
Multi-Curricula
High
Schools.
Total

Number of
Schools

Number of
Students

Number of
Teachers

431

262.243

22.437

278
189

24.106
5.316

207
201

174

23.006

976

151

39.504

9.844

1.223

354.275

27.168

the

2. Technical High Schools for Girls

Taken in to consideration the needs of various regions these schools train
qualified personnel who can understand, adapt, use and improve methods of
contemporary science and technology and who can contribute to the family budget
and countrys industry.
TECHNICAL HIGH SCHOOLS FOR GIRLS
(2000-2001 Academic Year)
School Type

Vocational
High
Schools for Girls
Anatolian Technical
High Schools for
Girls
Technical
High
Schools for Girls
Anatolian Vocational
High Schools for
Girls
Multi-curricula High
Schools.
Total

Number of
Schools
Total

Number of Students
Boy
Girl

Number of
Teachers

381

65.791

3.451

62.340

9.685

166

47

75

15

34

361

50

311

12

180

25.495

4.332

21.163

1.287

60

12.338

7.163

5.175

915

656

104.151

15.043

89.108

11.914

3. Commerce-Tourism High Schools

These schools train qualified manpower who knows foreign language and
who are required for public and private sectors in Turkey in the following fields;
commerce, tourism, book keeping, computer, finance, marketing, banking,
secretarial, insurance, exchange services, local administration, communication
etc.,.

COMMERCE-TOURISM HIGH SCHOOLS

(2000-2001 Academic Year)
School Type

Commerce Vocational
High Schools
Anatolian
Local
Administration
Vocational High School
Anatolian
Commerce
Vocational High School
Anatolian Foreign Trade
High School
Anatolian
Secreterial
Vocational High School
Anatolian
Hotel
Management
and
Tourism
Vocational
Training High School
Anatolian
Communication
Vocational High School
Anatolian
Cooking
Vocational High School
Multi-Curricula
High
School
Total

Number
of
Schools

Number of Students

Number of
Teachers

318

Total
186.957

Boys
94.951

Girls
92.006

7.959

974

396

578

66

135

21.408

10.109

11.299

725

1.301

593

708

108

798

97

701

52

62

12.671

9.107

3.564

1.263

10

1.766

596

1.170

116

551

512

39

22

155

25.964

16.612

9.352

2.019

705

252.390

132.973

119.417

12.330

4) Religious Education Schools

The religious education high schools are educational institutions which offer
programmes at secondary education level that prepare the students both for
tertiary education and for such professional positions as imam, preacher or
instructor for Koran courses in accordance with Article 4 of the law on Unification
of Education no. 430 and Article 32 of Basic Law of National Education no. 1739.

RELIGIOUS EDUCATION SCHOOLS

(2000-2001 Academic Year)
School Type

mam-Preacher
High
School
Anatolian mam and
Preacher High School
Multi-Curricula
High
Schools
Total

Number of
Schools

Total

Number of Students
Boy
Girl

Number of
Teachers

462

71.430

37.437

33.993

10.305

107

14.097

5.624

8.473

1.025

31

6.093

3.845

2.248

547

600

91.620

46.906

44.714

11.877

SPECIAL EDUCATION SCHOOLS

Special education is the training that is implemented in an environment
which is suitable for the disabled children through the help of qualified personnel
and special development programmes.
Special education covers children between the ages of 0 and l8 who show
some differences from other children because of their physical, mental,
psychological, emotional or social characteristics and can not, therefore, benefit
from the regular education services.
Education of the disabled children is a subject of concern for the Ministry of
National Education, according to the principle of Equality of Opportunity and in
Education.

SPECIAL EDUCATION SCHOOLS

(2000-2001 Academic Year)
School Type

Pre.School for Special

Education
Primary Schools for the
Orthopeadically
Disabled Children
Primary Schools for
hearing
impaired
children
Schools for the visually
impaired children
Primary Schools for the
Mentally
Retarded
Children
Multi Curricula High
Schools for the hearing
impaired
Vocational High Schools
for the Orthopeadically
Disabled Children
Training and Practising
School
Vocational
Education
Centres
Vocational
Education
Centres
Science and Art Centres
Total

Number of
Schools

Number of Students
Total
Boys
Girls

Number of
Teachers

30

313

185

130

22

47

6.308

3.816

2.492

897

14

1.105

705

400

286

195

140

55

40

39

2.071

1.394

677

330

783

560

223

54

83

67

16

18

69

3.613

2.452

1.161

592

45

1.255

935

320

304

314

242

72

34

8
269

115
56
16.155 10.552

59
5.605

26
2.603

Private Education Institutions

Private Education Institutions cover various kinds and levels of private
schools, courses and training centres which operate under law no 625. Those
institutions carry on their activities under the supervision and inspection of the
Ministry.

PRIVATE EDUCATION INSTITUTIONS

(2000-2001 Academic Year)
Educational Level

Institutions
Total

Pre-School
Education
Primary
Education
Secondary
Education
General
High
School
VocationalTechnical High
Schools
FORMAL
EDUCATION
Private Courses
Private Courses
NON-FORMAL
EDUCATION
Total

Number of Students
Boys
Girls

Number of
Teachers

699

16.231

8.522

7.709

1.364

718

186.268

102.878

83.390

14.190

482

58.058

32.193

25.865

8.589

457

56.603

31.208

25.395

8.469

25

1.455

985

470

130

1.899

260.557

143.593

116.964

24.153

1.864
3.181
5.045

523.244
1.295.995
1.819.239

295.358
972.881
1.268.239

227.886
323.114
551.000

18.175
21.145
39.320

6944

2.079.796

1.411.832

667.964

63.473

CLASSIFICATION OF PRIVATE SCHOOLS

ACCORDING TO THEIR TYPE
(2000-2001)
Schools
Total

Number of Students
Boys
Girls

Number of
Teachers

Private Turkish Schools

Private Minority Schools
Private Foreign Schools
International
Private
Schools

247.669
4.253
8.197
438

137.484
2.064
3.809
236

110.185
2.189
4.388
202

22.910
410
767
66

Total

260.557

143.593

116.964

24.153

*Private Turkish Schools are primary and secondary education institutions

opened by legal and real persons who are citizens of the Turkish Republic.
*Private Foreign Schools are primary and secondary schools that are
opened by foreign nationals and corporate bodies.

*Private Minority Schools are primary and secondary schools opened by

non-Muslim communities (Greek, Armenian, Jewish).
*International Private Education Schools are opened either solely by
individuals and corporate bodies with foreign nationality, jointly trough partnership
with Turkish nationals or by Turkish nationals or corporate bodies. Only the foreign
students can attend these schools.
3.4 Tertiary Education
Tertiary Education institutions, which last least two years, are based on
secondary education. These educational institutions aim to meet the needs of the
societys qualified manpower for various levels in line with our policies in science.
Today, development level of the countries has been determined according
to their level of education, science and technology.
Our main principle is to reach to the world standards of tertiary education
both in quality and quantity.
We have had many significant quantitative developments in tertiary
education since the foundation of the Republic. In 1933 Darulfnun was
transformed into Istanbul University. Such a development process has gained
increasingly more impetus and so in the 1999/2000 academic year, the number of
the universities reached 71. In these universities

1.464.740 students were

educated. The schooling rate is 27.8 %.

Furthermore, in other institutions such as Military Academy, Naval
Academy, Airforce Academy, Glhane Military Medicine Academy and Police
Academies, 12.596 student were educated.

3.5 Non-Formal Education

Non-formal education, which forms one of the two main divisions of the
national education system, covers education, training, guidance and applied
activities outside the formal education system. It is for those individuals who have
never been within the formal system, or who are currently at a particular stage of
their education, or who have left their studies at any stage.
Non-formal education aims to teach adults how to read and write, to provide
basic knowledge, to develop further knowledge and skills already acquired and to
create new opportunities for improving their standard of living.
Non-formal education includes two main parts which are general and
vocational-technical education.

NON-FORMAL EDUCATION INSTITUTIONS

(Beginning of the 2000-2001 Academic Year)
Type of Institution and Centre

Number of
Institutions

Number of
Students

Number of
Teachers

Practical Handicrafts School for Girls

Institute of Maturity (Further Training
Institute for Girls)
Technical Training Centre for Adults
Vocational Training Centre (Technical
Centre for Boys)
Public Training Centre
Apprenticeship Training Centre
Private Training
Training Application School
Vocational Training Centre
Job Training Centre
Science and Art Centre
Private Education
Private Courses (Non-formal type)
Private Courses (In support of formal
education)
Vocational
Courses
(Opened
according to the law no. 3308)
Total

439
12

94.462
2.606

339
311

12
13

160
824

(*)
(**)

920
342
192
69
45
70
8
5.045
3.181
1.864

1.018.359
218.576
5.297
3.613
1.255
314
115
1.819.239
1.295.995
523.244

5.430
4.840
956
592
304
34
26
39.320
20.145
18.175

(***)

14.318

(***)

6.975

3.173.841

51.96

(*)

It is shown in Industrial Vocational High School (Lycees)

(**)

Since these courses are provided by the Vocational and Technical Schools
and by the non-formal institutions, the number of institutions and teachers
are not given here.
4. WORK DONE BY THE MINISTRY CONCERNING EDUCATION AND

TRAINING
4.1 Studies of Measurement and Evaluation
The main goal of the measurement of learning is not to measure failure, on
the contrary it is to measure success.
The following items are taken in to consideration in the evaluation of the
students achievement:
1. To improve written and oral skills,
2. To improve problem solving skill,
3. To provide citizenship education and consciousness.
Students social, cultural and sportive activities in and outside the school
and the activities in the assignments and projects given to the students to direct
them to research are evaluated taking in to consideration the type of school and
the grades that are taken in exams in every academic year or during every
semester. Report is given at the end of the semester or the academic year
Furthermore;
While the evaluation of the achievement of students in lessons depends on
examinations, the evaluation of the students behaviours and attitudes relies on
the teachers observations. There is a co-operation between the school guidance
services and families and such evaluations are reflected to the students reports as
Behaviour Grade.

4.2 Evaluation of Students Achievement

Students achievement at the first three grades of primary education is
evaluated through classroom performance. Maximum two tests or written
examinations can be applied at fourth and fifth grades for evaluation purposes.
At 6th, 7th and 8th grades, a minimum two written examinations and one
oral examination are administered for each course. At the secondary level, the
number of examinations cannot be less than three per term for the subjects taught
for three or more hours per week, and cannot be less than two for those courses
taught for one or two hours per week.
In addition to the examinations, students achievement is evaluated through
their performance in projects, assignments, skill training in enterprises, training
and education activities in and out of the classroom.
The teachers are responsible for preparing the examinations. The questions
prepared by the teachers in the direction of

objectives determined in the

educational programmes, different attainment levels emerged with the evaluations

depending classroom observations and general improvement of the students are
recorded during the whole years of education and such documents constitute data
for the related researches.
4.3 The Beginning and Ending Date of Academic Year
The academic year begins on the second week of September and ends at
the end of the second week of June. It covers approximately the dates between
10th September and 20th June.
4.4 Period of an Academic Year
An academic year comprises of 180 working days. In Turkey total holidays
are 185 days. These are summer, mid-term holidays, and national, religious
festivals and also weekend holidays.

4.5 Weekly school hours

Number of the school hours (lessons) per week changes according to the
type and level of the school. It is shown in the table below.
Type of School
Primary School
High School
Science High School
Anatolian Fine Arts High School
Anatolian High School
Anatolian Teacher Training High
School
Anatolian Vocational and Technical
High School
Imam Preacher High School
Anatolian Imam-Preacher High
School
High school with Intensive Foreign
Language Programme
Anatolian Technical High School
Industrial Vocational High School

Total Number of Lessons per Week

30
32
Preparatory- 34-40
Preparatory- 38-40
Preparatory- 34-37
Preparatory- 34-40
45
Preparatory- 35-36
Preparatory- 40-40
Preparatory- 34-37
41-45
41

Pre-School : The education hours are between 08.00 and 18.00 as a fulltime in kindergartens and practice classes. In such institutions education is
continuous but there are also some institutions giving part-time education.
4.6 Number of Compulsory Teaching hours for the Teachers at
Primary and Secondary Level of Education.
Kindergarten : 18
Primary Education : (1-5 classes): 25 (class teacher)
Primary Education : (6-8 classes): 18 (subject teacher)
High School : 15
4.7 The Beginning Age For Every Level of Education
* Pre-school
Day-nursery : 0
Kindergarten : 3

* Pre-school : 4-5
* Primary Education : 6-7
* High School : 15
* Tertiary Education : 18
After the compulsory education, people who wants to receive non-formal
education can start such an education without age limit.
About 80% of our countrys total population have education opportunities.
In 2001, the work about increasing this rate has been continued.
4.8 Teacher Training
The teacher training programs implemented in tertiary education consist of
62,5% subject area, 12,5% general culture, 25% pedagogic formation.
Furthermore, every teacher candidate takes practice lessons in the schools
around his/her faculty. After the graduation, they work as trainees for one or two
years according to their success. In addition to this, they are trained in courses
organised by National Education Department of In-service Training.
4.9 Appointment of Teachers
Ministry of National Education determines the number of teachers who will
be employed every year and it is announced by mass-media, and

the

appointments are carried out according to the applications.

4.10 Diploma and Certificates
In our country, there is no extra examination for the diploma at any levels of
education. The diploma

is prepared according to the evaluation of students

average achievement throughout the education years and given to the student by
the school.
In formal education system there is no private institutions giving general
diploma examination throughout the country.
The diploma given by high school and its equivalent vocational school
provides opportunity for entering the university. The diplomas

taken from the

private schools that are opened according to the Private Education Institutions
Law no. 625, are equivalent to the diplomas taken from the state schools.
The equivalency of education certificates taken from foreign countries is
accepted within the framework of

bilateral agreements signed with

foreign

countries. The equivalency of Primary and Secondary Education Diplomas is

accepted by Ministry of National Education and the equivalency of Tertiary
Education diplomas is accepted by the Council of Tertiary education.
Equivalency of education certificate throughout the country is accepted by
Provincial Directorate of National Education. If there is a hesitation about the
equivalency procedure, the opinion of the Board of Education

is taken and

according to it the procedure is carried out.

4.11 Acceptance to University

In our country, there is no extra maturity exam for the students who are
graduated from secondary education in order to enter the university.
The diploma, which is given after the graduation from high school and its
equivalent school, provides opportunity in order to enter the university, in addition
to the diploma students have to take the entrance examination implemented
centrally and nation-wide by the Student Selection and Placement Centre (SYM)
every year.
During the evaluation of this examination, the students choice of tertiary
education programme related to the students branch of education is influential.
4.12 Education Programmes
The work of programme development is put into practice as presenting a
continual and multi-directional process which includes the related objectives and
the behaviours that will be acquired by the students.
Institutional co-operation and multi-participation constitute the base for the
development of education programmes. In this process, after making decisions

about objectives and the context , selection learning and education methods,
improvement of teaching materials and determination of evaluation are carried out.
The programmes aim to meet the needs of individual and society, to
integrate theory and practise, to provide learner-centred education and detailed
teaching, to emphasise the inter-disciplinary

subjects, and to provide learning

settings rich in experiences for the student. Furthermore, educational standards of

European Union have been taken into consideration in the development of
programmes.
While developing new programmes, the pedagogical and scientific data
have been taken as the basis; in order to determine the educational needs of the
students,

views of students, teachers, parents, trainers, scientists and the

programme developing professionals have been taken in to consideration. At the

end, the information received is used to perform some work such as preparing and
developing programs within the body of the Ministry by the Program Developing
Commissions which are composed of scientists, professionals of branches in
program developing, education director. Measurement and evaluation draft
education programmes have been prepared by these commissions.
These program drafts are discussed at the Board of Education which is
advisory and decision making body of MONE and after finalisation by the Board,
they are submitted to the approval of the Ministry. After approval, education
programmes are put into practice to be tested and developed.
4.13 The Examination Work on Educational Materials
The objectives redefined for the preparation, examination and evaluation of
the course books, which are considered the most important materials among the
educational materials, are given as follows;
1. Education science is an inter-disciplinary science. Education
process

in the classroom atmosphere includes the dimensions of sociology,

culture, politics, psychology, economics, philosophy and education sciences.

Therefore the specialist on each of these branches should work in co-operation to
develop educational materials to be used in all learning settings. Because of this

reason, the specialists should work together to improve the quality of the text
books regarding the following aspects:

Scientific content

Language and wording

Educational design

Visual design

Measurement and Evaluation

The preparation of the textbooks is projected as a co-operative study of

specialist group. Concepts in this study are redefined. Editor, writer, branch expert,
educational and visual designer, language expert and others are considered as
the professionals.
Before submitting the textbooks to the Ministry of National Education, there
should be a quality control in the scope of examination criteria by the producer in
order to lessen the number of books submitted for approval and select more
qualified ones submitted to the MONE.
2. In order to contribute to learner centred teaching and individual
learning, teaching kits contain the following:

Textbook,

Students Exercise Book,

Guide Book for Teachers

3. In relation with the preparation of textbooks and program

development, MONE will construct infra-structure which will enhance productive
and co-operative work amongst the education units.
4.The continuity of using the books will be maintained unless the
changes are made in education programmes.
5. In order to realise equality of opportunity and to support the
economic use of national economic resources, opportunities for Book Lending
will be provided.

4.14

FUTURE WORK ON EDUCATIONAL MATERIALS

4.14.1 Establishment of Supervision and Evaluation Commissions

Five commissions will be established to examine educational design, visual
design, scientific content, measurement-evaluation, language and wording. The
commissions will be formed by the experts of branches and academicians.
Expected Contributions To the System: The rumours that create troubles
concerning the relationship between the commission members and the writer and
publishers will be eliminated in the process of examination and evaluation.
4.14.2 Regulation on Textbooks
The regulation suggests the updating of the scientific contents of the
textbooks, increasing the quality of the books and making these books attractive ,
organisation of personnel to prepare and examine the course books, accepting the
learner-centred education principle as basis, performing the examination and
evaluation process with objective criteria, classification and direction of the
publishers towards specialisation in their fields, delivering textbooks as gratis and
loan to the primary school students.
Expected Contributions to the System: The course books will provide
more effective contribution to the desire for learning and development of
personality of the students because the course books will be learner-centred and
suitable to their interests and abilities. The preparation of the textbooks as full kits
and durable, and the activity of book lending will provide quality books for the
students and also will contribute to the national economy. By directing the
publishing houses and education units towards specialisation in certain areas, the
quality of the examination of the textbooks will be increased. The present
complaints about the examination of the books will be removed.
4.14.3 Regulation on the Examination of the Educational Materials
It is projected to provide the examination of the educational materials and
computer software objectively, to shorten the examination periods, to pay the

suitable salary to the people who examine the materials which are mentioned
above for their work.
Expected Contributions to the System: As the examination of education
materials will be performed by three specialists and the opinion of the related
institutions will be taken, the introduction of the useless educational materials
hindering contemporary thought will be prevented. The interests and abilities of the
students will be improved without any pressure.
4.14.4 The Qualities of the Textbooks and the Examination Regulation
Related to These Qualities.
It is projected that the examination of course books will be eased by
improving objective examination criteria in the fields of educational and visual
design of textbooks, scientific content, language, wording, measurementevaluation; clarifying the qualities in relation with laws, Turkish language, wording,
basic principles of the Republic, Atatrks Principles and Revolutions; determining
the features of ideological content and commercial character.

Expected Contributions to the System

Objective evaluation of textbooks in conformity with general aims, specified
by the Ministry of National Education, scientific improvements, basic principles of
our Secular Republic and the principles of Atatrk, will support the development of
children, provision of national consciousness and reservation and improvement of
our culture, which is open to the scientific and contemporary improvements.
Objective evaluation of textbooks will improve the quality of the textbooks, as well.
4.14.5 In-service Training
In-service training on the evaluation of textbooks will be provided for the
teachers and academicians, who are assigned to study in the Commissions of
Examination and Evaluation.

Expected Contributions to the System : Objectivity will be ensured in

evaluation services. In bureau services quality of the studies will be improved and
duration of the processes will be decreased.
4.14.6 Development of the Examination Criteria for Educational
Software
Besides the emphasis on the importance of the learner centred teaching
and training, through self learning and the improvement of

educational

technology materials, it is foreseen to develop the evaluation criteria of the

software, the number of which has been increasing.
Expected Contributions to the System : Availability of educational
software which are not suitable for students in terms of quality and content will be
prevented and educational software directed to their abilities and interests ,which
will support the individual studies of the students, will be included in the system.
4.14.7 Documentation Bureau for Foreign Textbooks
As it was carried out in

1999 2000 Academic Year, textbooks of

developed countries will be exhibited and the principals and methods of book
writing and data processing will be explained in the Commissions of Book Writing
Expected Contributions to the System : Knowledge of the group of
experts in book-writing will be improved, their vision will be developed and they will
be directed to the fields of alternative book writing and methods.
4.14.8 Publishing and Distribution of Advised Books and Catalogue of
Educational Materials
It is necessary to inform students, teachers, educational institutions and
parents about the conformity of the books and educational materials on which they
have to make choice.
Expected Contributions to the System : Illegal publishing and distribution
of the textbooks and educational materials will be prevented and they will cover
knowledge, which is required by the related sections of the society.

4.14.9 Supervision of the Selected Course Books and Educational

Materials in the Teaching and Training Institutions
Staff of the Ministry of National Education will make inquiries to see whether
the

textbooks and educational materials used are in conformity with the

regulations in certain regions which are selected as pilot regions and they will
carry out the necessary procedure for the inappropriate ones.
Expected Contributions to the System: Submission of illegally published
books without the approval of the ministry to the students will be prevented.
4.14.10 Establishment of Research Laboratories for

Educational

Technology Materials
The Project on Research Laboratories for

Educational Technology

Materials, which is based on the principle of learner-centred education, has been

carried out to provide the examination and evaluation of the software which has
been used in the primary and secondary education and the number of these
laboratories has been increasing day by day. Besides the experts, who are
assigned in the Commissions of Computer-oriented Examination, there are also
technical and educational experts. In the framework of the same project, in-service
training of 20 personnel, who work in the laboratories, has been planned.
Expected Contributions to the System: Rational Examination and
evaluation of software, which has been prepared for educational purpose in recent
years, in parallel with the programmes, will be realised. Thus, students will have a
better quality of educational materials, which will support them both in their group
and individual work.
4.14.11 In-Service Training Project for the Staff Assigned for the
Evaluation of Textbooks and Educational Materials in Scope of the Primary
Education
The project, covering the training of 250 personnel, has been prepared by
the Ministry of National Education. Studies will continue following the approval of
the World Bank.

Expected Contributions to the System: The training will lead the rational
examination and evaluation of the Educational Materials and Textbooks and bring
about the use of computer-aided examination to have measures and establish the
application of the computer-aided.
4.14.12 Research Project on Educational Materials and Software
Every kind of educational and teaching materials will be registered and
numerical data for the quick access to the related data will be available on WEB
safely.
Expected Contribution to the System :Quick access to the related data
will be available on WEB safely. Besides, it will be possible to evaluate the studies
in order to take measures for the future and make true planning by using the
available numerical data.
4.15 Education on the Human Rights
Turkish Republic is a democratic, secular and Social State of Law.
According to the law, teaching and training activities are based on the Principal of
Separation of Powers.
According to the Constitution, the basic principals which have been approved
on the teaching and training activities are as follows:
- All individuals are equal without any discrimination before the Law,
irrespective of language, race, colour, sex, political opinion, philosophical belief,
religion and sect or any such consideration.
- As it is stated in the law, all individuals have basic rights and freedom, which
are untouchable, non-delegated, irrevocable, besides they have religious freedom,
thought freedom, education and training rights.
- Depending on

above mentioned Constitutional Rules, Basic Law of the

National Education no. 1739, which has determined the general objectives and
principles, was approved and put in force by the Grand National Assembly of
Turkey in 1973.

By the Law, the main principals concerning the education of the individuals,
right of education, provision of the equality of the opportunities on using these
rights and regulation of democratic and secular education are determined.
4.15.1 Teaching and Training Activities Which Have Been Carried Out
Related with the Human Rights are as follows :
1-

Human Rights Week is one of the specific weeks and days, celebration

of which is stated in the Regulation of Educational Activities for the Primary and
Secondary Education Institutions
In this context;
In our schools, Human Rights Week is celebrated to improve the sense of
inspiration and friendship, reinforce the peace among people and introduce related
international institutions. During the week, students are informed about Human
Rights and Democracy through panels and conferences. Activities are planned
according to the level and conditions of the schools and students
2-

One of the important principles of MONE is to preserve the

international peace and friendship through the textbooks and other related
educational materials
In this context;
It has been ensured
-

to eliminate the ultra-nationalist and propagandist elements from the

textbooks and educational materials

-

to refine textbooks and educational materials from every kind of vindictive,

hostility inspired , and humiliating statements and prejudice.

-

to emphasis to take the concept of good-will and peace into the scope of

the textbooks and importance of the national and historical developments within
the framework of global and national history teaching.
-

not to limit these studies with only history and geography books. If there are

negative statements in other textbooks, elimination of them should be stated in the

text of bilateral and multilateral treaties, signed between/among our country and
other countries
3- Boards of Students
Boards of Students have been established to provide student participation
to the management of the schools, by Regulations and Directives, prepared
according to the Basic Law of National Education.
Duties of the Board
a) To take measures for the adaptation of the students to the school and
environment.
b) To support the establishment of an effective educational environment to
increase the quality of education and training.
c) To deal with the problems of students and make efforts to solve them
d) To establish social activities such as cultural competitions, celebration
of the local and national days etc. , in corporation with the heads of the
Educational Branch Activities in the schools.
These goals will be achieved by ensuring student participation into the school
management and submission of views and recommendations to the related
boards.
4 Education on Citizenship and Human Rights
Democracy and Citizenship Education course has been included into the
curriculum of the school to provide student adaptation and acquisition of
democratic system of idea and citizenship consciousness.
In the scope of Eight-year Compulsory Education, put into implementation
in 1997 1998 academic year, Citizenship and Human Rights Education course
has been added to the curriculum of the students attending 7th and 8th classes in
primary schools to ensure student acquisition of citizenship consciousness and
democratic behaviours.
Besides, in order to provide student awareness and realisation of their own
and other citizens rights in the society, in the scope of human rights and freedom

concepts, Democracy and Human Rights elective courses have been included in
the curriculum of the third classes in high schools.
The courses cover the units below :

Common heritage of humanity

Human rights

Ethic and human rights

Basic Rights and freedom(7th grade)

State, Democracy, Constitutional rights and responsibilities of citizens

Preservation of human rights

National security and power

Problems faced in the preservation of the human rights(8th grade)

Democracy and human rights course, which has been put in the curriculum of
the third grade of the high schools in 1997 1998 Academic Year, covers the units
below :

Human rights, Law and State

Democracy as a way of living and administration

Human Rights and Preservation

Human Rights and Democracy

The basic aims of the Democracy and Human Rights and Citizenship and
Human Rights courses are as follows :

To furnish individuals with respect of the human rights, stated in the

constitution and the Basic Law of the National Education.

To enable students to gain the awareness of the rights of all people in

the society and themselves and help them to preserve and apply these
rights.

To have the students understand their own rights and freedom, have
awareness of their own rights and rights of other people in the society,
and also have them preserve and realise the rights.

To bring up all students as individuals who are conscious of duties,

capable of reasoning freely respectful to the human being and able to
adopt the values of social life.

To bring up the students as creative, constructive, productive, tolerant,

modern and expressive individuals.

4.16 Foreign Language Education

Foreign language education in Turkey has been carried out according to the
Regulation of Foreign Language Teaching, issued in the Official Gazette, No
1.8.6.3 , dated 14.09.1985, based on the Law of Foreign Language Education, no.
2923, issued in the Official Gazette, dated 14.10.1983, no. 18198.
According to the above mentioned regulations :
Foreign Language Courses are compulsory in the secondary education
institutions. Official and private educational institutions, which are in the scope of
the secondary education, have various approaches in the field of foreign language
education.
Various Applications in the Foreign Language Teaching are as
Follows :
-

Schools carrying out normal foreign language teaching.

Schools with Intensive Foreign Language Programme

Schools Using Foreign Language as the medium of instruction for some

courses

Foreign Language teaching starting with the fourth grade, has been included in
the curriculum of Primary Education in 1997 1998 Academic Year according to
the Resolution, no. 144, dated 17.09.1997, by the Board of Education.
According to the Resolution of the Board of Education, dated 30.03.2000,
numbered 32, it has been adopted and put into power in 19971998 Academic

Year, that children between the ages of 5-6 (pre-school), and students attending
1st , 2nd and 3rd grades of the primary education will be offered the opportunity of
having foreign language activities.
Students attending the 6th , 7th and 8th grades of the primary schools will have
their laboratory activities and science courses supported by foreign language.
In this context; a second foreign language course has been included into the
curriculum of the primary education from the beginning of the 6th grade.
4.17 Eight Year Compulsory Education
The Law concerning eight-year compulsory primary education was adopted
and put into force by the Turkish Grand National Assembly in 1997. In order to
activate the Project for Globalisation in Education 2000 legal Regulations have
been put into implementation aimed at establishing a modern system of primary
education.
The main policies of the project are mentioned below :

To reach 100 % schooling rate

To end the integrated class application gradually

Gradually lessen the number of student per classroom by 30

Transition to normal education from double-shift education

To increase the quality of primary education

In order to achieve the above mentioned goals, the policies below has been
determined

To increase the number of schools and classes

To spread the Distance Primary Education

To increase the boarding capacities of the Primary Education District

Boarding Schools and Primary Education Schools with Pension

To meet the needs of poor students

To establish a modern infrastructure in the schools

To equip the schools with tools and equipment

suitable for the

requirements of modern life

Planning studies in terms of programme, educational materials, construction
and foundation and equipment have been conducted in the Primary Education
District Boarding School and Primary Education Schools with Pensions by taking
into account the rates of increase in the number of students, in parallel with the
targets and policies identified.
4.17.1 Increase in the Number of the Students
An increase of 373.953 has been provided in the number of students in the
2000-2001 Academic Year ( except for the students in the open primary schools)
when it is compared with the number of students in the previous year.
The increasing rate is 4% in general scope of Turkey, 15% in Van, 10% in
Diyarbakr and Kocaeli, 13.2% in Hakkari, 9% in Mardin, 13% in rnak and Bitlis
and 8% in Sakarya .

4.17.2 Weekly Timetable

Weekly timetable of primary schools has been re-arranged as follows

30 hours for seven various lessons in the 1st , 2nd , 3rd grades,

30 hours for eleven various lessons in the 4th and 3rd grades,

30 hours for twelve various lessons in the 6th , 7th grades,

30 hours for thirteen various lessons in the 8th grades,

In this scope;

two-hour foreign language course starting with the 4th grade has been
included into the curriculum

Individual and group activities, which are not evaluated with marks, has
been included into the curriculum of the 1st , 2nd , and 3rd grades, (3 hours
per week) in order to ensure that the beginner students to have cultural and

educational activities, taking into account their individual differences and

states.

According to the Traffic Law, traffic and first aid courses have been added
to the curriculum of the 6th and 8th grades,

In order to equip students with citizenship consciousness and democratic

behaviours, Citizenship and human right education has been included into
the curriculum of the 7th and 8th grades, ( 1 hour per week)
4.17.3 Work regarding the curricula

Parallel with Eight-Year Primary Education, courses and their duration have
been rearranged.
4.17.4 Publications and Documents
According to the Protocol, signed between the universities and Ministry of
National Education, a handbook on Efficient Teaching and Learning for teachers in
primary education, has been prepared in 12 modules

Formation of education

Learning products and teaching

Measurement and assessment in the primary education

Turkish language teaching

Teaching of pre-reading and writing

Teaching of mathematics in primary education

Teaching of Science in primary education

Teaching of Natural and Social Sciences

Music education in primary schools

Art education

Sports and physical education

Pre-school education

Prepared teaching materials were introduced to 3000 primary education

inspectors,

who have attended the seminar on Active Learning and Use of

Teaching Materials. Besides 40.000 brochures have been published and delivered
to the schools to introduce the textbooks to the directors and teachers of all
primary schools.
Distribution of Efficient Learning and Teaching handbook for the teachers
in the primary education (two sets for each school) has been planned and its
technical contract has been prepared after the approval of the World Bank.
Publishment of the handbook is at the stage of tendering.
Guide books, which

serve as a guide for teachers in educational-training

methods, practice and evaluation, are distributed free of charge to the primary
schools, primary school inspectors, teacher houses, the libraries of provincial and
sub-provincial directorates of national education. These books cover the following
subjects:

Classroom management,

Turkish Language Education,

Maths Education,

Social Sciences Education,

Science Education,

Foreign Language Education in primary schools

The

following textbooks are

distributed free of charge for children of poor

families:.

Starting to Read

Turkish Language

Maths

Natural Sciences

Social Sciences

Science

Citizenship and Human Rights

Traffic and First Aid

History of Revolution and Kemalism

Natural Sciences for integrated classes

Physical capacity has been increased by over 80%, and a great number of
classrooms have been opened to service by allocating from educational aid fund
provided with law no. 4306.
The construction of "regional boarding schools" and "primary schools with
pensions", and education through transportation (education given in a centre
village or town, by transporting the students from small centres) have been given
priority and all allocations have been fulfilled as required.
As a result of the collaboration among the MONE, individuals, institutions
and foundations, the construction of many classrooms and schools have been
accomplished, and such studies are being carried out increasingly.
Architectural projects for School buildings in conformity with construction
technologies have been developed by collaborating with architecture faculties of
the universities.
With this project, it is projected that:
schools will be open to the environment, a centre of social, cultural and
sportive activities,
schools will be available for the use of physically disabled children
schools will have 30 students per classroom.
In order to meet the need for teachers, assignments for the required positions
have been carried out.
4.17.5 Orientation Activities
In order to accomplish the orientation of primary school students according to
their interests, professional values and success; the following documents were
prepared, printed and presented to related persons.
Improving Social Skills in Primary Schools ( Teacher and Parent
Hand-Books)
Academic self-concept Parameter
BILDEMER Computer-Aided Occupation Guide
Group Guidance Curriculum and Practice Guide
Group Guidance Hand Book

Our goal within the implementation process of on - going, compulsory primary

education is to achieve Atatrk's objective of

taking our country and nation

beyond the level of contemporary civilisation.

As we all know, our nation, with all its means, is sincerely supporting the law no.
4306, which was accepted to provide required financing for the mentioned studies.
4.18 Restructuring Secondary Education System
Within the scope of compulsory primary education reform; the evaluation
commission, organised at MONE, has taken the decision related to restructuring
vocational and technical education extensively in the body of secondary education
as a basis and the studies have been carried out in this respect to restructure
vocational education extensively in the body of secondary education, diagnose
problems, create solutions for these problems by taking into consideration our
country's needs and the body of education system.
Within the scope of restructuring process, the following matters form the basis for
the studies :

Re-definition of the objectives of secondary education system, and

changing it into a democratic, multi-purpose structure depending on

competency and providing efficiency in the use of resources.

Assessment of the quality of prep classes which are prerequisites for

some schools,

Planning the system by taking into consideration 11-12 years compulsory

education which will be put into practice near future,

Avoiding extreme diversity of institutions within

Vocational-Technical

Education, meeting these diversities through educational programs.

Selecting students according to the

required characteristics of

the

profession in vocational education program entrance,

Reviewing the educational programs of vocational-technical education in

accordance with the requirements of information and technology age ,

considering the subject through the aspects of information, technology and

practice and getting rid of

the traditional approach which aims intensive skill

training only in one profession ,

Getting rid of the program approach which isolates General Education

from technological environment, including technology education in the body of

education system from primary to tertiary education, considering the utilisation
and management of materials and other resources in the scope of technology
education,

Organising elective courses so that they help students to develop their

interests and abilities, support their main fields of profession and introduce
vocational-technical educational programs,

Reorganising transfer to tertiary education and restructure present central

and provincial organisation.

4.19 Technology-supported Education
Within all levels and types of educational institutions affiliated to the MONE, it is
aimed to increase the quality, student achievement, and competencies and
professional skills of the administrative personnel and the teachers, to realise
more effective and efficient use of resources, and to help effective use of the
technology in education institutions of all levels and types.
Due to the objectives put forward with

the Project for Globalisation in

Education 2000 , MONE has aimed to provide continuous education opportunities

for all and everywhere by establishing "learning centres" and summarised the
framework of its national objective and policy in information technologies as
keeping pace with the information age, educating people as individuals thinking
global

acting local to become information society, supporting every level of

education system with technology education, and increasing the competitiveness

of our society.
Accordingly,

Internet Service

Provider has been set up at MONE Data

Processing Centre, and MONE WEB pages have been developed on

the

computer. Through this site, open education students can learn their test results,

and the recent state of teacher designations can be seen. (Services such as email is provided through internet.)
Some services such as producing, improving or adapting all kinds of audio visual
and numerical educational materials, services related to public and private
placement and graduation tests which are carried out through central system, and
data processing activities of MONE' s units of central and provincial organisations
are carried out to be used in formal and non-formal education in the field of
educational technology , considering the

long-term contribution of Information

Technology materials, which are to be used in creating, directing, presenting and

sharing information.
In this context work has been realised regarding following areas:

Improvement and application of interactive distance education systems

besides the production of educational television and radio programs and audio
visual cassettes for the individual use.

Implementation of formal and private placement, graduation and

promotion examinations organised centrally

Fulfilment of tasks and services related with information process for

central and regional organisations of MONE.

Preparation, production and broadcasting of radio and television

programs to increase the educational and cultural level of people in GAP

(South-eastern Anatolian Project) region.
Seminars -for the use of information technologies in education- to teachers, school
directors , deputy directors of provincial national education directorates,
inspectors; computer literacy courses for MONE personnel and software and
hardware courses for teacher trainers have been provided in order to use
computer and computer based products in daily life, teach the use of computer in
schools, bring together educational concepts with technology education and
technology support.

4.20 A New School Concept

Increasing the quality in education brings about a new understanding of school
as well. The learner centred model requires a new school development structure
which renews itself continuously with the participation of everyone. In order to
establish such a structure the Regulation on Education Regions and Educational
Boards has been issued and put into progress. In direction of the basic objectives
of national education, this regulation aims the following :

To ensure that educational institutions complement each other and function

as a whole,

To determine the educational regions where the respective schools receive

students from, and the central schools in the regions where the population
density is low,

Productive and efficient use of personnel, physical capacity, and

educational equipment,

To provide the contribution of the internal and external actors including the
representatives of voluntary organisations, private sector and local
administration, and to ensure their participation in decision making process
and school administration

Application of democracy culture in life

Co-operation of the academic environment and school in all aspects of life,

Transformation of educational institutions into information centres

accessible by all,

Guidance and orientation of students in accordance with their demands,

interests and abilities,

Promotion of educational institutions to ensure the balanced distribution of

students to various schools,

To ensure the quality of education by applying the national and international

standards regarding the personnel, buildings, and equipment in each
education region.
Democracy and participation in the education system will be attained with
the application of Education Regions. As a result educational institutions will
complement each other and thus existing resources will have been used

efficiently. Furthermore, teachers will become headmasters not only in one

school but also in an education field.
`Student Boards` and `Boards of Heads of Subject Teachers` in each
school and `Boards of Regional Consultancy` in each region have been
established in this process to be able to increase the effective participation
of the students, teachers, parents local administration and representatives
of civil society and foundations in the decision making process.
In the framework of the directive, 1.899 education regions have been
established throughout Turkey, and the councils which have been formed in these
education regions have started to work.
4.20.1. School Improvement Model
Due to the new emerging demands, schools have been transforming into
more complex structures in order to increase student achievement, improve the
quality of education, and meet the educational needs of the students. A new
`School Improvement Model` has been adopted to realise this transformation in a
planned manner and to keep pace with continual changes of the developing
school structure.
In order to provide quality in education, it became a requirement to ensure the
contribution of universities, all sectors serving the educational sector, and
particularly the parents in the improvement of schools. It has been aimed to reach
better conditions in schools, by sharing responsibility and working co-operatively
within the `School Improvement Model`. This model has been implemented in
Curriculum Laboratory Schools and will be expanded to other schools throughout
the country.
4.21 Work on Non-formal Education
MONE has made rearrangements regarding the objectives, curricula and
the structures of the school system. Within the context of lifelong learning,
attaching priority to the development, expansion and restructuring of the nonformal education and training system.

Within 16 non-formal education institutes affiliated to MONE, services in

various quality and quantity are offered to people from all age groups .
4.21.1. Work on Public Education
Educational activities organised out of formal educational institutes are
carried out mostly in 920 adult education centres. These centres offer the following
educational services to citizens of various ages and education levels;

Literacy training courses,

Vocational courses,

Socio-cultural courses,

Socio-cultural workshops

In 2000;

690.200 citizens, 526.300 of whom are female and 163.800 of whom are

male, attended 37.300 vocational courses.

225.200 citizens, 88.400 of whom are male,136.700 of whom are female,

attended 9.600 socio-cultural courses.

102.900 citizens, 66.600 of whom are male, 36.200 of whom are female,

attended 4.500 literacy training courses, and became literate.

4.21.2 Work on Apprenticeship Training
Apprenticeship training includes the training of children and young people in
secondary education age, who completed primary education but cannot go on
their education in an upper level or who are outside the formal education because
of various reasons. The ones who completed 14 and not older than 19, of whom
finished at least primary school, can go on with the apprenticeship training.
Training in 89 branches of profession are offered in all provinces, in accordance
with the law.
As a result of the arrangements in accordance with the Apprenticeship and
Vocational Training Act, Vocational Training system has mainly three settings:
Formal Vocational Training, Apprenticeship Training and Vocational Courses.

Individuals working in a profession in the context of the act and signed the
apprenticeship contract can enjoy the full rights as a trainee and during the course
their insurance premium is paid by MONE within the budget in accordance with
Law dated 1475, no:33, as being half of the minimum wage appropriate with the
age of trainees.
4.21.3 Work on Distance Education
Distance education services are offered in order to provide equal learning
opportunities for all and support the education provided in primary , secondary
and tertiary education institutions. Open primary school (OPE), open high school
(OHS) and vocational and technical open school are included in distance
education services.
4.21.3.1 Open Primary School
The implementation of open primary school was initiated in 1997. In this way,
in accordance with the Eight-year Compulsory Education Law, former primary
education graduates who remained out of the education and training system have
been given a chance to complete the eight-year primary education through
distance education.
4.21.3.2 Open Education High School
Open education high school provides service for the students who cannot
attend o formal education institutions offering face-to face education, who are out
of formal education age due to lack of opportunity, who want to transfer to open
high school while continuing to formal high schools.
4.21.3.3 Open Vocational and Technical Education School
Open vocational and technical education school aims to provide training for
those who have completed primary education but for various reasons have not
had the chance to take vocational education, and to provide vocational knowledge
and skills for those who have not been able to continue higher education, by
implementing distance learning including face to face education programmes
when needed.

4.21.3.3 OPEN VOCATIONAL AND TECHNICAL EDUCATION

In 2000-2001 Academic Year:

The number of students ,who attended the open primary education

programme is 137,847.

Total number of students in the open high school programme is

368.100, 330.800 of whom are in the general secondary education
programme and 37.200 vocational education programme.

37.200 students are in the open vocational and technical

education programmes. Distribution of them is shown as follows;

*60% of the students is in the vocational industrial high school,

*8% is in the vocational high schools for girls,
*23% is in the commerce vocational high schools,
*9% is in the imam and preacher high schools.

4.22.Some Educational Researches

The Researches on Vocational and Technical Education
The studies on the four subjects mentioned below have been completed to
provide more efficient intersectoral dialogue in Vocational and Technical
Education. These studies have been done within the framework of the activities of
Project on Sectoral Dialogue of Vocational Education in Turkey which is
implemented with the co-operation of German Technical Co-operation Institution
and under the co-ordination of State Planning Organisation. The research results
on these subjects Analysis on Teaching Methods and Materials used in
Technical and Vocational Education, Employment and Training of Teachers and
Students in Technical and Vocational Education, Education and Teaching
Programmes, Educational Management and Organisational Development in the
Institutions on the subjects of Vocational and Technical Education were
published under the title of A Brief Synthesis Report and gathered in five books.

Research on Monitor Training

The research aimed to evaluate the effectiveness of the supervisory training
seminars which have been provided since 1963 by the Ministry of National
Education for the master workers in order to enable them to train the other
workers.
The research began on 15.05..2000, and ended in 15.01 2001.
The Need of Tourism Sector for the Qualified Manpower and The
Research of Tourism Education
The aim of this research is to determine the manpower need of the tourism
sector, to determine the qualification degrees of the charged teachers, to
investigate the employment situations of the graduates.
The research began on 04.04.1999, and ended on 05.10.2000.
The Effect of the Social Skills Training on the Improvement of Social
Skills of Primary School Students
It was a research that would examine the effects of social skill education
programmes developed by a researcher taking into consideration the principles of
social learning approach on the improvement of social skills of primary school
students. The research began on 07.06.1998, and ended on 16.06.2000
The Evaluation of the Educational Programmes in which the Foreign
Language is used as the medium of instruction in Anatolian High Schools,
and the Evaluation of Total Quality Application
This research aimed to make the students, parents, teachers and other
educational circles to put forward their views and to evaluate the recommendation
decision of teaching the foreign language effectively instead of using the foreign
language as the medium of instruction, which was stated in the 7th Five-Year
Development Plan on the preparation of Foreign Language Regulation and taken
in the 16th National Education Council, with a scientific approach.
The research began on 25.05.1999, and ended 11.08.2000

Proposal on the Orientation Model in Education

In this study, an applicable model proposal was prepared to provide
progressive points of view related with the effectiveness of the services and
describing the current situations of orientation services.
This research began on 05.05.2000 and ended on 15.08.2000.
Survey on the Relation Between the Language Improvement And
Reading Skill of the Turkish Children attending Kindergarten in Germany
and Turkey, aged between 60-70 months.
The aim of the research was to explain the influences of the independent
variations such as sexuality, number of siblings, the attending period of pre-school,
the staying period

in Germany, educational levels , professions and ages of

parents, the languages spoken in the family. The sample children partaken in this
survey were

5-6 years old Turkish children attending kindergarten, living in

Germany and Turkey.

This survey began on 15.07.2000 and ended on 25.10.2000.
Evaluation of The Curriculum Development Studies in the MONE
The aim of the research was to evaluate the way how the development
process was handled, conformity of the studies executed by the commissions with
the principles of

curriculum development, and to determine if there were any

differences between the curriculum development studies of the commissions of

Central Organisation and the Local Units.
This search began on 11.10.1998 and ended on 09.11.2000.
Performance Evaluation of the Teachers and Records
This survey has been carried out in order to form an evaluation model which
depends on scientific measures and methods, to prepare a confidential records
and to evaluate teacher performance in primary schools; and to determine the
offers and recommendations of provincial directors and assistants of National
Education, district directors of National Education and directors of schools, branch
teachers, inspectors, class teachers who work in primary education schools. This
survey focused on insufficiency of the records in use to evaluate the teacher

performance and thus a new model for performance measurement basing on

survey findings was developed.
This research began on 05.01.1995 and ended on 31.01.2000.
The Problems Faced by the Parents in Participation in School
Activities and an Alternative Model for Ensuring Participation
This survey was carried out to determine the problems faced by the parents
in participating in the education of children in the school and develop an alternative
model to tackle the problems faced. This new model provides a democratic
platform of decisions about children education. These decisions, are shared by
both sides who have responsibility in children education.
This survey began on 05.01.1998 and ended on 31.01.2000.
Supportive Research
The researches needed by the MONE are done in co-ordination with the
universities.
174 researches have been carried on in the field of education.
The Ministry of National Education supports Master and doctorate students,
lecturers in Universities for their researches
determined by the Ministry of National Education.

on the educational subjects

4.23. Projects
Name of the Project

Relevant Institution

Beginning and
Ending Dates

Aim

Development
of Technical Education 1993-2003
For Girls
technical
and
vocational
education
(METGE)

To ensure that vocational and

technical training Institutions
reach
the
modern
and
contemporary level

School twinning

1994-

Development of Vocational
training of Students who came
back to Turkey from foreign
countries and students who
want to be trained in the field of
Hotel
Management and Tourism

1996-2002

The most important point about

traffic is to educate people.

1996-2016

To develop the international

Consciousness of environment.

Various countries

To
improve
the
Highway Roads Traffic
Security

World Bank

South East and The UNESCO

Mediterranean
Sea
Project (SEMEP)
Social Aids

Foundation
Social
Aid
Solidarity

Education on Teeth
and Mouth Care

Child Education
Development

Struggling
addiction

with

of 1997and

EczacbaSanipak, stanbul
University-Faculty
of Dentistry

and

UNICEF

drug

Prime Ministry,
Institution of family
researches

To
ensure
the
school
attendance
of
6th grade
students of families with low
income.

1997-2001

To train teachers and students

on teeth and mouth care

1998-

To develop alternative policies

in order to expand pre-school
services.

1998-2000

To keep away youth from

cigarettes, alcohol and drugs.

Name of the Project

Relevant Institution

Beginning and
Ending Dates

Aim

TIMSS-R 3rd
Unit for Educational 1998-2000
International Research Research and
on Maths and Science Development

To compare the weak and

strong points of methods,
materials
of
education,
curricula, achievement levels
of students at 8th grade (age of
13) on Maths and Science at
international level.

Management
of General Directorate 1998-2005
Information
Systems for
Educational
(MEBSIS)
Technologies

To develop a system to
disseminate the information to
teachers, students, directors
and other citizens about MONE
in an easy and short way.

World Links for

development

General Directorate 1998-2005

for
Educational
Technologies

Productive Women

General Directorate 1999for Technical

Training for girls

To
contribute
to
the
international cultural interaction
and information sharing in
secondary education as a
project based learning model
in the internet environment by
15 countries including our
country.
To provide vocational training
for women living in rural areas.

Production of touristic Advanced Technical 1999handicraft

Schools

To expand touristic handicraft

production and to contribute the
economy of the country.

Training of Nurses who

take care old people.

1999-

To
provide
occupational
attainment in the field of a
social service called nursery
for old people for our youth
who come back from Germany.

1999-

To
strengthen
the
consciousness
of youth on
health care.
To update the Inspection Board
in conformity with the needs of
information age and meet the
requirements of Board.

All is for youth

The Foundation of
Health Education

MESEV

Modernisation of the Inspection Board

Board of Inspection

1999-2002

Name of the Project

Development of reading
skills (PIRLS)

Relevant
Institution
IEA-Various
Countries

Providing
employment General
opportunities
through Directorate
Open Education
Educational
Technologies
Adolescence Period

Beginning and
Ending Dates

1999-2001
for

To compare 4th grade students

reading skills at international
level
To provide occupations in
various
fields
both
by
implementing
distance
education and face to face
education when necessary.

2000-

To minimise the problems of

adolescence.

2000-

To
lessen
the
negative
psychological effects of the
earthquake
on
students,
teachers and families.

English Teacher Training Anatolian

2000Project
University Faculty
of Open Education

Training the English teachers

by distance and face to face
education.

International Programme Unit

for 2000-2004
of Student Assessment Educational
(PISA)
Research
and
Development

To measure the knowledge and

skills of the students who are at
the age of 15 in reading, maths
and science courses.

PIRLS
Progress
in Unit
for 2000-2003
International
Literacy Educational
Skills
Research
and
Development

To evaluate the implemented

teaching methods on literacy
skills at an international level for
the 4th grade students at the
age of 9.

Psycho-social
program

Health Services

1999-2003

Aim

school UNICEF

THE TURKISH EDUCATIONAL SYSTEM

THE TURKISH EDUCATIONAL

S S

Ph.D. Degree

Medical
Interms

III

VI

II

III

II

II
I

VI

22
21
20
19
18

Faculties

V
IV

III

III

II

II

Medicine

Master's Degree

II

II
I

I
First Degree

IV

Prep.(Optional)

III

First Degree

First Degree

III
II

Ph.D. Degree

Master's Degree
25
24
23

Ph.D. Degree

First Degree

V
IV

2-year
Diploma

2-year
Diploma

III
I

Dentistry

II
I

II
I
2-year Prog.

II
I
Distance Education

HIGHER

19
18
17
16
15

XI
X
IX

XII
XI
X
IX

XI
X
IX

XII

XI
X
IX

Prep.

VI
III
II
I
Ap
pr
en
tic
es
hi
p
Ed
uc
ati

No
nFo
rm
al
Ed
uc
ati
on
Ad
ult
Ed
uc
ati
on
Lif
el
on
g
Ed
uc

Prep.

GENERAL AND VOCATIONAL - TECHNICAL SECONDARY

EDUCATION

14

VIII
VII
VI
V
IV
III
II
I

PRIMARY
EDUCATION

PRE-SCHOOL
Age

Year