1. DEVELOPMENTS IN ORGANIZATION AND HUMAN RESOURCES POLICIES

Friendship, brotherhood and permanent peace in our country and in the world is only possible with education that is guided by national and universal values. Each administrator to manage the educational processes in which individuals learn the necessary skills, knowledge, attitude and behavior to live happily in their countries and in the world are basically expected to have the administrative skills, knowledge, and experience, to produce national and world class service, to be equally “far” or “close” to each political opinion and belief.

In every kind of organization;

• Knowledge to be valued as the most important power,
• A vision which is shared with correct principles and basic values to be identified with a participatory understanding,
• Decision and administrative processes to be organized with a democratic and participatory understanding,
• Business success to be measured by objective measures and indicators,
• Freedom based creativity to be supported,
• An organizational culture education in which the successful people will be important and valuable,

would integrate our country first with European Community and then the global standards.

Besides the basic concepts of Public Administration like “merit”, “carrier”, “success”, “effectiveness”, “productivity”, “employee’s morale and business satisfaction”; other concepts that will support the basics like “assignment definitions”, “in-service training”, “training on-assignment”, “examination”, “evaluation principles”, “informing the personnel of evaluation measures, indicators and standards”, “building of the business areas and making the evaluations objectively by achieving the targets and goals within the measures and standards identified in the business plan” are needed. Within a process-focused evaluation understanding, concepts like informing the personnel immediately of the good and bad business results, taking verbal and written comments of the personnel on systematical evaluation, providing “participation” and “democracy” in administration’s evaluation process are re-carried to public administration in the example of Ministry of National Education with the principles and means for implementation.

Leadership of the transition between public administration’s traditional personnel evaluation system to contemporary personnel assessment systems and the burden derived from this process belongs to the directors of Ministry of National Education.

For this reason Ministry of National Education has passed the following regulations within context of 53, 56, 61 and 62. Article of Law No: 3797 about the Organization and Duties of Ministry of National Education as amended by Law No: 4359.

• Ministry of National Education Administrator Appointment, Evaluation, Promotion and Replacement Regulations.
• Ministry of National Education Personnel Promotion Regulations.
• Ministry of National Education Regulations for Making Changes in Record Supervisors’ Regulations.
• Ministry of National Education Regulations for Making Changes in Discipline Supervisors’ Regulations.
• Regulations for the Appointment and Replacement of Directors of Educational Institutions bound to Ministry of National Education.

Ministry of National Education has not embraced the recognized solutions of favoritism against administrative problems; by implementing the regulations listed above he has highlighted once again the basic properties like “setting an example by educating employee’s behaviors and leading by the occupation” and presented these to the critical support of public opinion.

In Administrator Regulations; a new “working culture” which will leave behind every understanding that prevents the change, scientific and critical sense, be “in favor of freedom” and relate personnel’s promotion to its own business success is suggested. The new working culture depends upon the full belief of the basic principles of law, the meaning and importance human rights and freedom have gained today, believing that being different is a right and wealth and democratic and secular values are not to be abandoned.

With the new understanding which is planned to be formed and implemented by Administrator Regulations and the organizational and working culture to be developed in line with this understanding; an administrator interaction that is honored, successful, democratic, creative, participatory, efficient, effective, tolerant, respectful, true, honest, knowledgeable, in favor of freedom, productive, learning, learning together with his organization and preferring to communicate correctly rather than appropriately in every condition would be established.

Personnel evaluation system’s meaning and content was established once again on the basis of integrating learning and practice by the personnel evaluation system which has been brought to life with Ministry of National Education’s Administrator Appointment, Evaluation, Promotion and Replacement Regulations.

In this context the goals are;

• To assess personnel’s business success levels objectively,
• To determine the weak points in personnel’s work and to strengthen these weaknesses,
• To determine the educational needs for career and personal development,
• To identify the skills,

• To take the necessary measures for developing the interactions between administration and employees in a positive manner,
• To inform the personnel clearly and sincerely of his own condition and to help them gain awareness of the need for self-development,
• To make the personnel to do his best,
• Team work,
• To develop oneself as much as developing others,
• To establish a working culture which supports the belief of being able to increase one’s own potential as much as increasing others’ potentials.

The evaluation system established with the mentioned regulations is founded on this basis and specific guidelines are accepted as fundamentals in that context.

• Administering the human resources should be assumed as a value of the working culture. Responsibility should be taken in administering human resources like the responsibility in Money Management.
• Administration/administrator should not show interest in personnel and business issues annually, this interest must be shown every day.
• One should not be contented with analyzing the short-term results and mistakes made in the past; future targets, goals and personnel education should seriously be considered.
• For handling the organization/bureau as a whole and for continuous improvement, the balance and harmony between the long- and short-term targets should be established.
• Sincere and honest relations should be founded with the personnel to determine the goals and targets, to define the standards and to improve the business success levels when appropriate.
• Administrators should demonstrate the management skills to conduct the business succession improvement process.
• Employees should be given incremental responsibility to plan their own assignments.

• Administrators at all levels should avoid evaluating their personnel’s business succession levels subjectively.
• Administrators should set examples with their behaviors and should be leaders via their occupations.

In this context, the following guidelines should be considered while preparing the annual business plans that forms one of the main columns of the evaluation system brought by the regulations:

• Personnel work more effectively if they know what is expected of them and how to achieve it appropriately.

• Personnel who participate actively in determining the goals, targets and standards related to their assignments are more likely to achieve the targets.
• Personnel, who are systematically informed of and guided for their business success, become more ready to improve business successions.
• Goals, targets and standards in annual business plans should be determined by mutual agreement; short-term targets should be supported by long-term targets, and should be in line with Ministry of National Education’s long-term goals, vision, mission and values. Evaluation principles and methods are organized separately in the regulations. In this context,

• The objective of evaluation is determined in the first paragraph of 12. Article. According to this; “Evaluation is made for determining administrator’s business succession levels on the assignments they conduct and according to these succession levels determining the necessary professional and individual educational needs for their job or career advancement, or promotion or replacement in group services”.
• Administrators are given the obligation to prepare the annual business plans.
• It is determined that the business plan will include the targets, standards and clear and precise goals to be achieved according to the business definition.

• It is decided that business plan would be prepared by the first chief record officer and the relevant manager in a participatory understanding.
• Evaluation will be made by the chief record officer by considering the achievement of goals, targets and standards in the business plan, record reports and other information in personal files.
• When evaluation report no: I is completed by the end of the first 6 months, it will be given to the administrator evaluated and his comments will be received. The evaluation will be discussed on subject’s request at times the chief record officer considers as appropriate.
• Chief record officer’s personnel evaluation will not merely depend on general expressions, identity and personality evaluation; but will be directed to achievement of the goals, targets and standards in the annual business plan as well.
• Each administrator will evaluate his performance according to the information topics of the Personal Evaluation Form and this evaluation will be taken into account by the chief record officer’s evaluation of the subject in question.
• At the end of the evaluation process, the business succession level of the administrator in question and assignments which would be appropriate for him/her to get promoted within the management level or in group service will be determined by the chief record officer.
• At the end of the evaluation process, the education level necessary for personnel to complete their assignments and the education level that would be necessary for their possible promotion will be demonstrated in the Education and Development Plan. Educational needs related to in-service training which have not been provided by the Ministry up to date will be determined at the end of the evaluation process and the information and database concerning personnel’s educational needs will be formed in a healthy manner.

In the regulations, not only personnel’s educational needs were determined; but also placing every item related to in-service training – from completing the in-service training relevant to in-service training program’s assignment definition, to determining places where in-service training would take place – where they belong was amended as an obligation rather than a preference. In Administrator Regulations, in-service training takes place both as a necessary condition and a sufficiency.

It was intended that;

• Ministry of National Education to be a learning organization with all of its personnel - from chief to national education director in provincial organization and from chief to undersecretary in central organization,
• Administration to be equipped with qualities relevant to human nature,
• An organizational culture to be developed within Ministry of National Education which supports continuous development and creativity based on conducting the administrator education in an organized manner,
• Right principles to be placed in each administrator’s mission (special assignment) and vision (view, view intending to form a system) proclamation and having the contemporary capacity to answer country’s needs in line with these principles.

Regulations are founded on the right principles according to their basic preferences and direction. Opportunities for the system to adapt itself to change and developments and even to steer change were created. Utilizing these opportunities is possible if administrators at each level;

• value knowledge and continuous education,
• have a management understanding based on correct principles,
• are open to participation, participate in decision and administration processes of individual, representative and organizational participation methods,
• prioritize and value the desire to be a leader.

1.1. IMPLEMENTATION OF ADMINISTRATOR REGULATIONS

1.1.1. Ministry of National Education Administrator Appointment, Evaluation, Advancement and Replacement Regulations

Based on the 46. Article of the regulations; 810 job (assignment) definitions have been developed for MONE’s central and provincial organizations’ management levels to determine the identity of assignment, actions forming the assignment, processes, authorizations, responsibilities, inter-relations of the assignment with other assignments, the qualities that the performer of the assignment needs to have. The job (assignment) definitions developed were presented to Government Personnel Administration for approval.

Turkey was divided to two service areas, and provinces and districts were grouped in four sub-classes according to their development -both economically and socially-, geographical conditions and service needs to form the basis of appointments and replacements of the administrators included in this regulation’s rules. Provincial organization administrators are obliged to work for a minimum of four years in I. service area where working conditions are harder. The provincial organization’s administrators who have not fulfilled this obligation are not given the opportunity to become a national education director in II: service areas.

Regarding the replacements of provincial organization administrators who have completed at least 10 years in the group services they belong, fulfillment of the administrator needs of the I. service area is supported considering the service obligation in this service area. In addition, while getting promoted in central organization’s administrative offices if the scores are level, the completion of I. area obligatory service is determined to be a priority and working in the I. service area is envied.

Besides, Turkey is divided into three service areas to form the basis of appointments and replacements of administrators in general management services’ staff in the regulation amendments.

1.1.2. Ministry of National Education Personnel Promotion Regulations

Of MONE’s central and provincial organizations and revolving capital; the guidelines and means regarding appointments of personnel by promotion who are functioning as director of government books revolving capital, printing house director, director of home for elderly, director of health training center, hospital director, foundation director, campus director, assistant director of government books revolving capital, assistant director of printing house, assistant director of home for elderly, Turkish Commercial Code (TCC) specialist, Research Planning Coordination (RPC) specialist, training specialist, reporter, revolving capital accountant, safety and protection chief, technical specialist, technician, analyst, programmer, computer operator, data preparation and control operator, property accountant, cash registrar, property officer, depot officer, official, telephone operator, money officer, typist, safety and protection officer and driver based on their service necessities, record, seniority in service, merit and career principles are intended to be determined.

1.1.3. Regulations Regarding The Appointment and Replacement of Administrators of Educational Organizations Associated with Ministry of National Education

In the regulations, the appointment, assessment and replacement of educational organizations’ directors are carried out based on measures such as their service necessities, career, merit, seniority in service and these people are appointed equipped with administrative formation. To achieve this:

• Teachers possessing the general necessities and having served for at least five years are accepted in the selection test to participate in the in-service training necessitated by the administration assignment.
• The selection test is carried out by Student Selection and Allocation Center (SSAC) by means of a central testing system.
• Operations regarding the selection test and evaluation processes are made via computers.
• Successful candidates of the selection test are accepted in in-service training.
• In-service training programs based on the assignment definitions of school administrators are prepared by a commission.

• In-service training is carried in two status to possess the quality and content needed for the administrative work for people to be appointed to administrative positions and to have current administrators to adapt to change and improvements.

• At the end of the in-service training, an evaluation test is given. According to the results of the evaluation test, individuals scoring a minimum of 80 points, individuals scoring a minimum of 75 points and individuals scoring a minimum of 70 points can apply for the director positions of organizations type (A), type (B) and type (C) respectively.
• To select the qualified people among the applications for becoming educational organization administrators, Ministry of National Education evaluation commissions are formed in provinces. The candidates’ educational status, success status and seniority in service are evaluated according to the information topics placed in the evaluation form by these commissions. As a result of this evaluation, one of the two candidates receiving the highest scores is appointed as a school administrator.

Within this framework, 34.505 candidates were applied for the selection test made on November 14^th, 1998 and 30.878 candidates actually took the test. 1.553 successful candidates were included in the in-service training. The first announcement regarding the open positions in administrative positions of schools and organizations was made on July 19^th 1998 by MONE and the governor’s office for the successful candidates of the evaluation test. Based on this announcement 575 candidates were appointed by the evaluation carried out by the evaluation commissions.

Of 26.335 candidates attended the selection test made on October 10^th 1999, 5.204 were successful. When the two selection tests which have been made between today and September 23^rd 1998 when the regulations put in force are compared, success rate of the first test – 4.4 – has raised to 21.1 in the second test.

All candidates who applied for occupational technical education, special education and other kinds of educational organizations whose open administrative positions were less than the number of successful candidates, were accepted in the in-service training. Since the number of successful candidates were greater than the number of open directory positions in general secondary education, candidates who scored 75 points or more were accepted in the in-service training; and since the number of the successful candidates and the number of open directory positions are close in primary education, candidates who received 76 points or more were included in the in-service training.

3.800 administrator candidates who had received less than 76 points for the primary education institutions, who had received less than 75 points for general secondary education institutions and have not been accepted in the in-service training were included in the in-service training in 24 universities and Turkey and Middle East Public Administration Institute between July 1^st and July 21^st and 2.324 candidates had succeeded. Approximately 8.500 open administrative positions of schools and institutions have been lowered to 4.700 by the appointments made in 1999 and 2000.

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Ministry Of National Education
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