3. TECHNOLOGY AIDED EDUCATION

At all types and levels of schools under the Ministry of National Education, to increase the quality of education and success of students, to increase the capabilities of the personnel and the teachers, to develop their vocational skills, to provide more efficient and productive utilization of resources and to use technology efficiently in education are targeted.

In the targets defined as “Catching Up with the Era 2000” project, continuous education opportunities for everyone in anywhere was taken as basis and the framework of national goal and policy concerning information technologies was summarized as “to catch up with the information era, to raise individuals thinking universally acting nationally in order to become an information and technology society, to support each stage of our education system with technology education in order to increase the competitive power of the society”.

In accordance with these, an Internet service provider was established at Data Process Center of MONE and web sites of MONE were prepared. Students of distance education get exam results through the web site and latest situation in teacher appointments can be seen (e-mail and similar services provided on Internet).

Considering the contribution of Information Technology tools used in generation, management, presentation and sharing of information on education in the long run, services such as production and development of audio, visual and quantitative education tools or adaptation of developed ones to be used in formal and non-formal education in the field of education technologies and services such as public and private selection tests, graduation tests and data processing activities of central and provincial organizations of MONE shall be undertaken.

In this context;

• Development and implementation of educational television, radio programs, audio and video cassettes aiming individual use of education technologies as well as interactive distance education systems,
• Undertaking of public and private selection, graduation, promotion tests,
• Undertaking of services and duties regarding data processing activities of the central and field organizations of MONE,
• Preparation, production and broadcasting of radio and television programs in order to raise the education and culture level of the society in Southeastern Anatolia.

With the extensive use of computer and computer based tools in daily life, it became necessary to learn how to use such tools at school due to integration of concepts like technology education, technology assistance and education. For this reason, courses for teachers, school directors, primary education inspectors and ministerial inspectors aiming use of information technology in education, formatter teacher training courses to teach computer hardware and software and compute literacy courses for MONE employees were arranged.

4. NEW CONCEPT OF SCHOOLS

Increasing the quality of education brings forth the new school concept and model together. This model is a student-focused model envisioning continuously developing and renewing school structure with the participation of everyone. Implementation of education regions is the outcome of the new school concept as well.

4.1. EDUCATIONAL REGIONS AND EDUCATIONAL BOARDS

The " Directive on Educational Districts and Educational Boards " has been discussed by the Board of Directors and put into effect upon the approval of the Ministry dated 19.10.1999.

Through this Directive in line with the general objectives and basic principles of national education, the following are targeted;

• To provide integrity of educational institutions,

• To determine from where such institutions shall accept students,

• To set up central schools in areas with less and scattered population,

• To make use of the teaching staff, physical capacity and teaching materials of educational institutions jointly, effectively and efficiently,

• To ensure the participation of the representatives of local administrations, private sector and voluntary associations together with the internal and external elements of the schools in the management of education and the decision making process,

• To encourage the democratic culture,

• To make an entity which the environment can be proud of by integrating the school and the environment,

• To encourage the cooperation of the school with the academic environment in all areas,

• To convert the school into a center for access to information so that people of all ages can benefit from at all times,

• To catch up with the nationally and internationally acclaimed standards regarding the quality of the staff working in the educational regions, and in the buildings, facilities, equipment and tools and education applications and raise the quality in education.

4.2. SCHOOL DEVELOPMENT MODEL

Nowadays, the schools began to have a more complicated structure in order to answer the education needs of students in line with the requirements of the era, to increase the quality of education and to increase the success of students. This changing and developing school structure may only catch up with continuous development through ''planned school development'' model and may improve everyday.

In order to provide more qualified education to our children, it is necessary that not only the schools but also universities, all sectors providing service to education and especially parents shall participate in the development of schools. ‘‘Planned school development'' shall help to share this responsibility and schools shall be better everyday in such cooperation. This model is implemented at Curriculum Laboratory Schools and tried to be used in other schools as well.

4.2.1. Mission of School

The school exists in order that the students can learn, they become skilled, self-reliant and knowledgeable individuals and they acquire skills sufficient to answer the developing needs of 21^st century.

4.2.2. Principles of School

• Learning how to learn is the first priority.

• The students are the foci of all studies and they are the basis of targets.

• The students and parents shall be encouraged to develop themselves in order to adapt to continuously changing expectations of the society.

• Mutual responsibility shall be taken in order to increase the success of the student and efficient work shall be performed.

• The students are respected as individuals.

• Individualistic differences between the students shall betaken into account.

• Differences and differences of opinion shall be accepted as richness.

• Skills adapting to new learning types shall be developed continuously.

• Transformation brings courage to reach perfection; experiences help in the way to transformation.

4.2.3. Vision of School

• Learning is accepted as basic need at school.

• Parents shall know that all kinds of learning opportunities are provided for students at school,

• Both the teachers and learners must believe in the significance of helping each other’s development and learning at school,

• The employees may rely on themselves when they perform what is necessary ,

• Everyone at school must work to reach better everyday.

4.2.4. Strategies and Aims of School

Strategy 1: All students can learn.

To reach that aim;

Continuous evaluation in order to understand if the students have gained the basic knowledge and skills in education programs.

• Continuous evaluation in order to understand the efficiency of education and necessary improvements in accordance with the results.

• Each student is a different world and learns in a different way than the other. Therefore, each student shall be evaluated on the basis of his/her own development and teaching methods and materials shall be prepared in accordance with different learning types.

• The support of the society and parents shall be attained for the students to like education and to answer the education needs of all students.

• The school shall continuously inform the society about the developments in education, new approaches of education and technological developments.

Strategy 2: Parents are an indispensable support for the school.

Aim 2 : To increase the trust and participation in school.

To reach that aim;

• One of the most important factors in the success of students is the direct participation of the parents through cooperating with the school. For this reason, parent-school cooperation shall be developed.

• In order to strengthen the communication between the parents and school, the development of the school shall be evaluated and the results shall be informed to the parents.

• The worries of parents, educators and prospected employees of students shall be listened and the necessities of the social environment of the school shall be considered.

• The resources of the school shall be allocated so as to meet one to one necessities of the student.

Strategy 3: “Leadership” is a type of behavior dominant at school atmosphere”.

To reach that aim;

• Cooperation shall be taken as basis in learning and how to increase the success of each student shall be determined,

• The planned works at school shall always be for increasing the success of the student.

• “Leadership” approach shall be abided by at school and the headmaster shall lead the support personnel, parents, managers, teachers and students forming the society of the school as “leader of education”.

• An efficient communication shall be established with the schools around and leadership for development of these schools shall be undertaken as well. With this purpose, the experiences and knowledge acquired by the school shall be transferred to other schools regularly in order to contribute their development.

4.2.5. Continuous Improvement Works for an Efficient School Atmosphere and Implementations

4.2.5.1. Problem Solving, Decision Making and Resolution of Conflicts

In determining the problems the participation of the managers but also students, parents and other personnel shall be provided, their opinion shall be taken through questionnaires, solutions shall be provided to the existing problems. The conflicts and controversies between the individuals at school shall be determined and “conflict resolution” group consisting of the parents, managers, teachers and students shall be established in order to overcome such conflicts.

4.2.5.2. Future Plans in Reaching the Targets of School

Strategic plan is the plan determining the development targets of the school, defining the strategies to reach those targets and proposing a vision for the school. The school development plan is an implementation plan putting forth the works to be undertaken in the short and long run, their expected benefits, how to use the time, the resources to be used and the responsible parties in undertaking such works.

To determine targets and to prepare a future plan for attaining these targets, the following questions shall be answered.

• How to be a manager in the changing world,

• What kind of an education system shall be implemented,

• What shall be the position of school in such an education system,

• What shall be the qualifications of the teachers, students and other personnel at school,

• As a manager, what are the strong and weak points, how to use the strong ones and how to strengthen the weak ones,

• How shall the mission and targets of school be owned by everyone related to the process,

• How to get the support of students’ families, related institutions and individuals,

• How and whom to share the authority with

4.2.5.3. Participation and Responsibility

Participation in decisions has vital significance in attaining the targets under continuous development and improvement. No individual, no party shall be ignored in decision making process at all stages starting from planning, implementation, evaluation and correction. Participatory management is the indicator of the importance given to human beings by Total Quality Management.

4.2.5.4. Efficient Teaching Strategies

It is not possible for the students at the same grade to have same skills and knowledge, to understand and learn the events at same pace. For efficient teaching; the teachers must be aware of individualistic differences of the students, their interests, knowledge, maturity and experience and implement different teaching strategies.

4.2.5.4.1 Various Sub-Group Strategies at Classrooms and Laboratories

Among the selected strategies, sub-group strategies such as level groups, project groups, dealing with student groups and subject groups that take into account the differences shall exist and shall be implemented.

4.2.5.4.2. Independent Working Programs

The key to continuous personal growth is to have the capacity of independent work, research, investigation and learning. The formation of such a capacity in students is only possible through interaction with teachers who have intellectual performance.

4.2.5.4.3. Sufficient Teaching Time

The teacher knows that the period necessary for gaining a behavior differs for each student. When the potential of fast learning students is used as a support for learning of slow students, the overall success shall increase significantly. The teacher must implement group studies in order to increase success.

4.2.5.4.4. Enrichment of Teaching

The teacher shall determine the learning needs of the students and shall provide them with audio, visual teaching materials through activities in and out of the school. The teacher shall encourage the students to individual and group research, experiments and observations and guide them to live through experimenting.

4.2.6. Implementations Regarding Education Programs

The school must give the students the ability of learning to learn and intellectual curiosity. The school environment is not limited with the classrooms, laboratories, library, and media center and so on within the school. Other than these, the social, cultural and natural environment also constitutes education media. Parallel with the developments in information technologies, an international information source such as Internet shall also be considered as a source of education.

4.2.6.1. Active Learning Atmosphere

Active learning atmosphere is the most efficient one in learning. For this reason, the education staff must accept that computer is a universal tool and computer literacy is unavoidable. Internet and Web site connections must be provided.

4.2.6.1.1. Utilization of Education Technologies

Equipment such as computer, slides, overhead projector assisting active learning, experiment tools the globe and human skeleton models, and plants and various measurement tools shall be used directly by the students in order to ease learning. The most reasonable way to get better in education is to prepare an atmosphere equipped with education equipment. In teaching-learning process, it must be known that IT depends on the teacher significantly and the teacher must have this proficiency.

4.2.6.1.2. Free Activities and Integration with the Environment

Observation, investigation and research tours, camps, excursions to natural environment, using maps in the field, observing the growth of plants and animals shall help the students to gain the ability to observe and environmental consciousness.

4.2.6.1.3. Benefiting from the Society

The performance and motivation of managers and teachers in establishing relations with local authorities shall be at maximum limit. Strengthening of the ties between school and society shall lead to development of schools in conformity with the environment and to be effective. In addition to the managers and teachers, group or individual interviews by students, discussions, tours, observations, public opinion activities shall be effective in development of personality, bring a meaning to learning and help the students to socialize.

4.2.6.1.4. Utilization of Games and Simulations in the Classroom

By using the information technology and teaching materials developed in the class, shows illustrating visual lives, various games and performances may be organized.

4.2.6.1.5.Integration of Art and Cultural Activities with Education Programs

In order to develop the aesthetics understanding of students, fine arts shall not be mentioned in only drawing and music lessons but also in other lessons and at free time as well.

4.2.6.2. Rewards for Individual and Group Studies

The students may perform the expected success through education programs suitable with their abilities, development and maturity levels. The teachers must take into account individualistic differences in the planning of teaching process.

4.2.6.2.1. Continuously Improved Teaching Programs

The teachers must not forget that the content and presentation of course programs does not aim to load the student with information but to teach the student how to think, how to generate knowledge, how to use knowledge and these programs are tools rather than targets.

4.2.6.2.2. Different Assignments

The assignments may change from one student to other considering the knowledge, skills, interests and wishes of students. These assignments must contribute to the development of students and help them to gain investigation and research skills.

4.2.6.2.3. Individual and Group Study Projects Based on Learning

For an efficient learning process, this process must be planned with the active participation through student-teacher cooperation. In order to develop scientific and critical thinking, problem solving and creativity, the students must be encouraged to design projects in science; social and visual art fields and they must be guided.

The students may plan and evaluate the learning activities under the supervision of the teacher. Such students shall learn to use time rationally and to be more active in the learning process. When the success targets are planned together with the students, the students shall be more enthusiastic for reaching these targets.

4.2.6.2.4. Awards for Students by the School and Enlargement of the Award System

Continuous presence of students at school, their participation in sports and cultural activities, their academic success, their contribution to introduce the school must be rewarded at all times. Selection of the successful student or class of the week, rewarding the elected ones, announcement of such rewards throughout the school is quite effective. Exhibiting the photos of rewarded students every week or every month, informing the situation to the parents increase motivation.

4.2.6.3. Various Learning Media and Free Activities

4.2.6.3.1.Learning Milieu Other Than School

As examples of such learning milieu, the school garden, garden at home, farm, library, museum, concert hall, theatre, office, factory, family trips, National Park, shops, airports may be cited. Assignments using such resources must be given to students in order that the students can learn various learning media.

4.2.6.3.2. Various Learning Locations within School

Library/reading room, language laboratory, media or learning center where the students can watch videos, CDs and discs, science, physics, chemistry labs, group study rooms shall be prepared and opened to students.

4.2.6.3.3.Flexibility in Classroom Order

For various teaching milieu, a flexible classroom order must be prepared in U or O shape in accordance with the purpose of the education helping to establish study groups or by the students.

4.2.6.3.4. Mastery Learning

It is fundamental that all students improve in order to reach the aims of implemented education programs. “All students can learn” understanding must be the principle abided by the school community and individualistic differences must be taken into account as well as levels of availability.

4.2.6.3.5. Benefiting from the Members of the Society to Enrich Education

To ameliorate education activities and to make them more attractive, cooperation may be done with various professionals, social institutions and voluntary organizations. Activities like conferences and seminars, interviews with artists and professionally successful people must be participated in.

4.2.6.3.6. Developing Leadership in Students

The leadership characteristics of extremely successful students or students with special talents must be supported and improved so that they become a living model for the other students. The activities of such students at class and school management must be directed positively and they must be benefited from in terms of improving the school culture.

4.2.6.3.7. Social Activities

Social activities such as games, tournaments, competitions, observations, recreation or play, targeted tours must be organized for the spare time of students in order to develop them socially. Students participating in such social activities must be appreciated.

4.2.6.4. Suitable Support Structure

4.2.6.4.1. Counseling Service for Students

Counseling shall be provided through a service unit consisting of well-raised members in different areas under the supervision of the guiding teacher. Within this context, various counseling programs shall be prepared. Support must be provided by universities, related institutions, organizations and parents in this respect.

4.2.6.4.2.Student Advisory Board

“Student Advisory Board” consisting of successful students, who have reached a certain level of maturity, shall not only help these students to gain responsibility of duty but also provide support to students who have adaptation and learning difficulties at different grades.

4.2.6.5. Total Quality Management TQM

The basic philosophy of TQM is the self-control of the system for perfection prior to obtaining the outcome instead of controlling the outcome and correcting the defaults accordingly. Within the process, all the factors adversely affecting the quality of the outcome shall be corrected so as not to harm the quality again.

School Reports have been one of the most important aspects of Total Quality Management in Education. The successes and failures of school in different areas are indicated in this report. In education dimension of TQM, “Total Learning” approach exists.

In studies to be realized by TQM approach at schools, a reform, a change shall be necessary. The change and reform targeting total learning shall be realized through strategic planning. In the process leading to total learning “to learn how to learn” shall be an effective strategy.

Another strategy leading to total learning is; “all students can learn” approach. Recognition of this approach and realization and planning of all studies within this framework shall be the reflection of TQM at schools.

With a participatory management understanding at school, TQM and a working system based on cooperation shall prevail decreasing the cost and power while increasing the quality of education.

Strategic Planning, TQM understanding shall bring forth the necessitated quality increase in education together with efficient use of education technology. Therefore; leadership of an education supervisor who prepares a good education environment by using the existing resources rationally, explains the duties of school to the personnel, guides and supports the teachers and students, tries to create a proper school environment, follows the developments in education programs, encourages the participation and support of parents has strategic importance in terms of effectiveness of school.

In order to implement TQM in education institutions successfully and to provide continuous development of the human force and school management, in service-training activities are deeply necessitated within the school management system. An in service training activity undertaken by the school management shall provide benefits to the school and school personnel such as productivity, avoidance of mistakes, time, positive mood, vocational development and management development, motivation and equal opportunity.

With this purpose, an “In Service Training Advisory Board” must be established at school consisting of all the inputs of the school. This Board shall also act as Quality Development Team in accordance with the TQM philosophy.

4.2.6.6. Adequate Course Equipment and Tools

4.2.6.6.1.Equipment in Classrooms and Education Materials

For an efficient education, all the equipment to be used in the education process must be available at schools or must be easily carried to classrooms when necessary. TV, video player, CD and cassette player, projection screen (portable/fixed) and flip chart must exist in the classroom.

4.2.6.6.2. Equipment and Education Materials in Sports Hall, Labs, Music and Drawing Ateliers

In other education milieu than the classrooms at schools, sufficient and suitable equipment must be available, they must be periodically maintained and must be always ready to use.

4.2.6.6.3. Well Equipped Rich Library

In order that the students can gain research skills the library or media center at the school must be large enough and enriched with new publications. Book donation campaigns must be organized or books, cassettes, films and slides may be provided by other sources to enrich the library of the school. Seminars must be organized in order to teach efficient use of library from time to time.

4.2.6.7. Sufficient Supplies and Support Service

All the supplies such as paper, toner, acetate paper, pen, computer diskette, photograph and slide films, audio and videocassettes, pencil, paint, cartoon, paper used in preparation of posters must be provided to teachers in sufficient amounts and must be available at easily accessible places.

4.2.6.7.1. Well Organized Supply Support

In order to provide more efficient utilization of supplies, each student must develop original models suitable to the conditions. For example, teachers of the same class or teachers of same course may develop and use common education materials.

4.2.6.7.2. Adequate Repair, Maintenance and Service Support on Time

For the most efficient use of all kinds of equipment, tools and materials used in education, repair, maintenance and periodic services must be undertaken on time.

4.2.7. School Building and Appropriateness of Furnishings

4.2.7.1. School Buildings

The school buildings must attract attention, be aesthetically charming, have well designed heat and light control and be clean at all times.

4.2.7.2. School Furniture

Tables, desks, chairs, lockers, mobile units to carry equipment, projection screen, black screen, computer and lab chairs, fixed and mobile writing boards, notice panels that could be used in accordance with different learning/teaching situations at classrooms must be available in sufficient amount at schools.

The desks and chairs designed for each student must be made of strong and light material in order to be easily portable in the classroom.

4.2.8. Tasks by Management in School Development Model

“School Development Model” envisions to install planned working system at schools, participation of the school community in the development process and realization of maximum efficiency through continuous development. The School Development Model shall be realized through School Development Process Stages consisting of ten steps following each other. Stages of School Development Process are:

1^st Stage: Establishment of School Development Management Team (SDMT)

School Development Management Team consists of the following;

Principal,	Assistant Principal in charge of the Project,
Student,	Representative of Foundation if any, representative of School Association,
Teacher,	School Family Union Class Representative,
Guiding Teacher,	Mukhtar,
Support Personnel,	School representatives of education syndicates.
Parent,

Furthermore, the representative of Industry and Trade Chamber and representatives of other NGOs may also be invited to the meetings.

2^nd Stage: Determination of strategic planning and school development targets by SDMT

3^rd Stage: Preparation and implementation of separate necessity determination questionnaires for managers, students, and parents, support personnel and teachers by SDMT

4^th Stage: Determination of priorities by SDMT and establishment of study groups.

5^th Stage: Preparation of working plans by the study groups.

6^th Stage: Preparation of annual school development plan by SDMT.

7^th Stage: Implementation of annual development plan by the study groups.

8^th Stage: Evaluation and correction by SDMT

9^th Stage: Implementation of corrected development plan by SDMT

10^th Stage: Final evaluation and preparation of report by SDMT

PROVISION OF PROGRAM INTEGRITY AND CONTINUITY BETWEEN SECONDARY AND HIGHER EDUCATION INSTITUTONS IN THE FIELD OF VOCATIONAL TECHNICAL EDUCATION

The need for human force that can adopt to changes, value human beings and quality, solve problems, communicate, plan, take responsibility and risk, with contemporary administration understanding, inclined to team work, open for innovations and have creative qualifications increases continuously. The developments and tendencies in the world illustrate that in 2000’s, three-fourths of labor force necessity of the world shall be met by people with at least associate degree. In our country, there are 385 vocational higher schools of State with associate degree programs focusing on the intermediary work force necessitated by a certain occupation. The share of students educated in these schools is 15% within the higher education system. This ratio is more than 30% in advanced countries.

In this context; in accordance with the policies determined in the VIIth and VIIIth Five-Year Development Plans and decisions made in 15^th and 16^th Education Summits, there are studies on the basis of projects by MONE. One of these studies; law draft proposing the amendment of Law No: 2547 is prepared and submitted to the Prime Ministry.

• In areas where human force is necessitated by the economy, Vocational and Technical Education region consisting of vocational and technical education institutions connected through integrity and continuity of education programs with one or more vocational higher schools shall be established and the existing resources shall be used more efficiently and productively.

• The students graduated from the vocational and technical education institutions within the Vocational and Technical Education Region shall be provided with the opportunity to be transferred to vocational higher schools at their region primarily or other vocational higher schools without any test upon their will as a continuation of the program they have been graduated or where the closest programs are implemented. Not less than 10% of students graduated from vocational higher schools shall be provided with the opportunity to make vertical transfers to the undergraduate programs in their areas according to the quotas reserved.

• The highly qualified human force necessity of labor life shall be met.

• The excessive demand for universities shall be prevented.

• The enrolment ratio in vocational and technical education shall increase.

• Education – employment balance shall be reached.

©2002 Republic Of Turkey
Ministry Of National Education
All Rights Reserved.