Furthermore, the below regulations have been put into effect,
- Principles on the application and selection of those to be sent by the Ministry of National Education to the State Officers Foreign Language Training center to receive foreign language education
- Regulations for Istanbul Technical University Turkish Music State Conservatory Instrument Training Division preparatory class high school period
- Regulations on the amendment of the regulations of Bilkent University Music and Stage Arts Faculty Music Preparatory School (High school period)

Efforts directed towards ensuring quantitative development in education on the one hand and on the other hand increasing student quality, which is the output of education, are carried out effectively using modern scientific methods. This can be achieved by developed education programs, teaching materials and the teacher factor as well as a management style of the Ministry of National Education organized around the general and specific purposes and the principles of administrative science.

Modern public management incorporates such basic concepts as merit, career, success, effectiveness, efficiency, employee morale and job satisfaction. Personnel must be notified in advance of the job definitions, pre-service training, in-service training, exam, assessment principles, assessment criteria, indicators and standards based on these concepts.

In public management job analysis should be performed and personnel assessment should be made by considering the achievement of objectives defined by the criteria and standards in the work plan.

In the Ministry of National Education management, the (job) security of officers has essentially been ensured by defining the criteria according to which administrators are to be withdrawn from their positions and/or quit their positions.

By the Law no. 4359, qualified personnel have been trained to fill all the national education district branch manager positions as per the Decree of the Council of Ministers.
352 district national education branch managers are trained and appointed with a new vision and mission, in line with the regulations (for the first time in the history of our ministry). This number is 35.7% of the full (main) staff. When potential candidates are appointed to the vacant positions this percentage shall be 81. It must be emphasized that such a percentage is achieved by the first time implementation of the provisions of the regulation.

Before the Regulations of the Ministry of National Education on the appointment, assessment, promotion and relocation of administrators was put into effect, chiefs were appointed based on personal views and external factors, thus creating inefficiency. The regulations brought objective criteria such as the concepts of adequacy, efficiency, merit and success.

Criteria are defined for calculating the number of administrators (director, chief assistant director, assistant director) in each type and level of formal and non-formal education institution.
Appointment, assessment and relocation of these administrators are based on criteria such as service requirements, career, merit, registry, rank, etc.

This Regulation ensures democratic and objective selection of the most qualified candidate among the largest number of candidates with the highest rate of participation. Administrative training and the opportunity to become an administrator are given to all potential candidates on the basis of "Equality before the Law" and "Equality before Management".

In order to perform the activities required by the changes in a rapidly changing world, the Ministry of National Education (MNE) has defined its future goals by the articles on the right.

Total quality management in education is an effort to introduce to the education system an education and management approach where all stakeholders in education (employees, students, families, etc.) actively participate to some degree in the decision making processes, learners are satisfied with an increasing service quality through continuous improvement.

The MNE shall use the methods and techniques listed below in order to provide its employees with an understanding of TQM.

*Managerial Leadership
*Effectiveness
*Belief in success
*Agreement on goals and defining clear goals
*Defining the proper performance measurement process
*Teamwork
*Sharing

TQM is targeted at achieving quality in the classroom.

In the performance of education services, the MNE has adapted as a responsible service approach the practice of working efficiently in cooperation with the other public institutions and organizations, civil society organizations and volunteer organizations.

As a consequence of the Total Quality effort, service priorities based on participation, sharing and demand are reflected in the working program.

81 provincial and 850 district national education directorates have been inspected twice to report on the current situation, problems and recommended solutions. The reports are evaluated, combined to indicate the balance and differences among provinces, delivered to the related units and distributed as per plan A.

In teachers' inspections, instead of using one-to-one inspection techniques, access to a larger population through highly participated meetings in schools or groups at district- or at a provincial level are recommended, giving priority to education-teaching techniques, measurement-assessment, and social, sportive and cultural activities. The one-to-one inspection option was also used in exceptional situations, and in that way 4808 teachers and 1938 directors have been individually inspected.

2677 primary education inspectors and 384 primary education assistant inspectors are commissioned in the country.

1. REGULATIONS

Education legislation efforts are organized on the basis of such principles as European Union norms, total quality management principles, solution of the practical problems and ensuring conformance to the daily requirements.

In the academic year 2000-2001, the below listed regulations have been completed.

- Type regulations for Private Classes

- Regulations on the amendment of the framework regulations for private schools

- Regulations on the amendment of the regulations of the Ministry of National Education on grade passing in secondary education institutions

- Ministry of National Education regulations on Anatolia vocational and technical secondary education institutions

- Regulations on the amendment of the Ministry of National Education regulations on Anatolia Teacher Training high schools

- Principles governing the areas for which teacher appointments shall be made to the education institutions working under the Ministry of National Education, the higher education programs these teachers have graduated from and the lessons they will be teaching

- Ministry of National Education Regulations on Guidance and Psychological Counseling services
- Ministry of National Education Regulations on school libraries

- Regulations on the amendment of the regulations of the Ministry of National Education on grade passing in secondary education institutions

- Directive on the amendment of the Ministry of National Education directive on average increment and responsibility exams in secondary education institutions

2. NEW ARRANGEMENTS IN THE ORGANISATIONAL STRUCTURE AND DUTIES OF THE MINISTRY OF NATIONAL EDUCATION

The central organizational structure of the Ministry of National Education, which is established by Law no 3797 on the Organization and Duties of the Ministry of National Education, leads to

- a conflict of services because of the fact that services with the same type and nature are provided by different units

- fragmentation of service integration and an ambiguity of authority because secondary education services have been divided up into different service units

- untimely decisions of development and renovation concerning advanced science and technology
- inability to use resources efficiently and adapted to their purpose.

With such a structure, the Ministry of National Education organization is more organic than functional. Redundancy of units and of personnel employed in these units makes it static and awkward.

In order to ensure that the organizational structure and duties of the Ministry of National Education are qualified to meet the education requirements of our day and to realize the ideal of a modern and democratic Turkey; the above mentioned law is being updated to meet the goals of the Ministry of National Education so that the central organization shall perform planning, programming and inspection and the provincial organizations shall perform the execution by making the best use of human and material resources and by employing qualified personnel to bring quick and correct solutions to problems and make practical decisions.

3. INNOVATIONS IN THE EDUCATION ORGANISATION POLICY
As part of a process-centered understanding of assessment, the practices of the Ministry of National Education have introduced public management with such concepts as giving immediate feedback to personnel on whether their service delivery is good or bad, taking written or oral views of the personnel on systematic assessment, and participation and democratization on which the assessment is based.

The administrators of the Ministry of National Education take the lead to make the transition from the traditional personnel assessment system in public management to a modern personnel assessment system. To this end, and as part of the articles 53, 56, 61 and 62 of the Law no. 3797 on the Organization and duties of the Ministry of National Education amended by the Law no. 4359, the Ministry of National Education has prepared and implemented the below regulations.

- Regulations of the Ministry of National Education on the appointment, assessment, promotion and relocation of administrators

- Regulations of the Ministry of National Education on the promotion of personnel

- Regulations on the amendment of the Ministry of National Education regulations on registry officers

- Regulations on the amendment of the Ministry of National Education regulations on discipline officers

- Regulations on the appointment and relocation of the administrators of education institutions working under the Ministry of National Education

3.1 REGULATIONS OF THE MINISTRY OF NATIONAL EDUCATION ON THE APPOINTMENT, ASSESSMENT, PROMOTION AND RELOCATION OF ADMINISTRATORS

The Personnel Assessment System based on the Regulations of the Ministry of National Education on the appointment, assessment, promotion and relocation of administrators is prepared by considering the various research findings on the development of personnel efficiency and quality in Turkish public management and the statements, goals, principles and policies included in the 7th Developmental Plan for Five Years, particularly the section titled Project for Increasing Effectiveness in Public Services and Establishing a Fair Salary System in the Public Sector.

This system of assessment aims to transform the institution culture

- From an atmosphere of insecurity and fear to an atmosphere of openness and trust to help build creativity, from the individual to group work

- From a structure of independent units to a structure where units are linked to each other

- From an understanding of centralized and rigid management and inspection system with classical practices to a softer style of management and inspection where managers take the role of leaders and guides

- From an organization where power, authority and responsibilities mainly belong to the top executives, to an organization where these are shared by the employees and to a structure where continuous development of processes as well as results is supported

- From managerial decisions based on intuition to a management concept based on facts and data.

This Regulation aims to ensure that the qualifications required for appointment to the central, provincial and foreign management positions are defined on the basis of success, merit, job definition and education, and that the potential candidates for administrative positions are selected using objective criteria.

Administrative positions are grouped in 5 categories in the central organization, 6 in the provincial organizations and 3 in Overseas organizations.

Assessment criteria for promotion in administrative categories and group services are suggested, and these criteria are related to the success level of personnel. Also, it is ensured that assessment is based on the principles of impartiality, reliability, validity and openness.

Minimum working period is suggested for group services and promotion opportunity is provided for those who successfully complete this period.

A sub-requirement for those who pass the assessment is to take in-service training and exam.
Those who have served at least five years as director of a type A school or institution and are assessed to be very successful in the last two years of such services are given the opportunity to be transferred to positions covered in these Regulations.

The adequacy, efficiency, merit and success of the Ministry of National Education personnel are assessed using objective criteria to provide them with the opportunity to assume administrative positions and to be promoted.

Administrative training and the opportunity to become an administrator are given to each member of staff, in line with his/her performance as per the principles of equality before the law.

Implementation results for the Regulations of the Ministry of National Education on the appointment, assessment, promotion and relocation of administrators

The Branch Manager Selection Exam on 01.07.2000 for the education institution directors, assistant directors and teachers was taken by 3721 candidates and 1.565 of them were successful. In order of success, 853 of the branch manager candidates were given in-service training in which 799 were successful.

The regulation that was put into effect on 05.10.2000 by the Decree of the Council of Ministers recommends that the administrative staff in the 5th and 6th service areas be appointed first. This provision was first implemented by the Ministry of National Education and 109 district national education branch managers were appointed to the 5th and 6th service areas. After the district national education branch managers are appointed to these service areas, the 243 branch managers trained by in-service training were appointed to the vacant district national education branch manager positions in the other service areas based on their preferences and success scores. 712 successful candidates identified by score ordering were given in-service training in November 2001.

The number of vacant district national education branch manager positions is 425, the number of candidates who have completed in-service training is 371 and the number of candidates to take in-service training is 712.

88 candidates who are currently employed as education institution administrators and who wish to be appointed to the administrative positions covered by this regulation were given in-service training in which 48 of them were successful. 6 candidates from such resources were appointed to the vacant high scores, and appointment

applications of others are under review.
As per the Regulation, of the provincial and district national education directors, assistant directors and branch managers who have served in the same position in the same place for more than 8 years; 842 (438 in 2000, 404 in 2001) have been relocated to service areas where they have not served before, also considering their preferences. This figure is 42.6% of the 1.975 main directors and 51.8% of the 1.623 main directors remaining when the 352 recent appointments have been deduced. 430 candidates who have passed the selection exam for central and provincial organization first level administrator (chief) position have been given in-service training and their appointments are in progress.

3.2. REGULATIONS OF THE MINISTRY OF NATIONAL EDUCATION ON THE PROMOTION OF PERSONNEL

The Ministry of National Education organizes the appointment, relocation and withdrawal of the personnel working in non-administrative positions in central and provincial organizations.
Implementation results for the Regulations of the Ministry of National Education on the promotion of personnel.

Applications for appointments through promotion for such positions as health training center director, rest home director/assistant director, expert, programmer, reporter, safety guard, accountant, data preparation and control operator, officer, technician and driver covered by this regulation have been reviewed and 1954 of them were scheduled to receive promotion training. Efforts are going on to provide them with in-service training.

In the central organization, in-service training is provided to 75 candidates who have applied for promotion to positions such as reporter, data preparation and control operator, officer and inventory officer, and their appointment processes are completed.

3.3. REGULATIONS ON THE APPOINTMENT AND RELOCATION OF THE ADMINISTRATORS OF EDUCATION INSTITUTIONS WORKING UNDER THE MINISTRY OF NATIONAL EDUCATION

With this regulation;

1. Basic principles are defined, so that effectiveness and efficiency of education and teaching, as well as job satisfaction and high morale of personnel are ensured.

2. Administrative positions are grouped into four.

3. Administrative formation is required for appointment to school and institution director positions.

4. In-service training programs are prepared by a committee based on job definitions.

5. An assessment commission is established in the Ministry and the provinces in order to select the most qualified person among the applicants for school and institution director positions. Of the two candidates, the one with the highest score in this assessment is appointed as director.

Also with this regulation;

- Teachers who meet the general requirements and who have served for at least five years are given selection exams to receive in-service training for the administrative position.

- The selection exam is a test applied centrally by the Student Assessment and Placement Center.

- Application for and evaluation of the selection exam is doıne by computer, thereby eliminating even the least chance of favoritism.

- Those who are successful in the selection exam are given in-service training.

- An evaluation exam is held at the end of the in-service training.

In-service training is given in two forms;

- with the quality and content required for the administrative position, for those to be appointed to such positions,

- ensuring adaptation of the current administrators to the changes and developments in modern management.

Implementation results of the regulations on the appointment and relocation of the administrators of education institutions working under the Ministry of National Education

The selection exam has been held three times. 1370 of the 6.757 candidates who have passed these exams to become potential director candidates are appointed to the schools and institutions under the authority of the Ministry of National Education, and 2.709 to the schools and institutions under the authority of the governors. Thus, the number of administrators appointed after exam is 4.079.

Also, in-service training and assessment of the 5.922 candidates who have successfully passed the selection exam in June 2001 shall be finalized in 2002.

4. TOTAL QUALITY MANAGEMENT (TQM) AS A TOOL FOR CHANGE

Expansion of an understanding of TQM in the administration of the Ministry of National Education is targeted at the following.

1. To ensure that everyone, directly or indirectly involved in the education system, is committed to and familiar with the education process.

2. To ensure that people who produce the education services are acquainted with the concepts, tools, methods and techniques needed to manage themselves.

3. To provide those in the education system with the opportunity to get help from the more knowledgeable and experienced people in order to produce more effective education services.

4. To help those in the education system to understand that the people and the tools used are more qualified than before.

5. To ensure that everyone involved in the education system develops the education process.

6. To provide everyone in the education system with the expectations and opportunities to share success.

7. To ensure that the education service providers understand and know how to use the quality tools, to make sure that a planning, working and acting cycle is activated.

So, the Ministry of National Education shall give priority to teaching the following concepts to the unit employees:

1. Teaching change-related concepts to employees of the Ministry of National Education organization in order to create and develop the belief that everything can change.

2. Teaching the skills, abilities and personal qualities required by change management to those working in the organization during the process of change.

3. Endowing employees with the properties of a change manager who can implement change and evaluate its consequences.

4. Training the employees as individuals who can use the total quality concepts and understand the process of change.

5. Giving employees the skill to solve the problems they encounter in the process of change with a TQM approach.

6. Training individuals who can make up principles, generalizations and rules using the knowledge, skills and experiences gained through the total quality concept in the process of change and who can make interpretations for the future.

Work Performed and Planned as part of the TQM Implementation Project
As part of the TQM Implementation Project, the central organization is covered in three stages. 2177 personnel in the central organization administrative ranks have been given informative seminars on TQM, and 871 personnel on both TQM and "Perfectionism Model". Most of the units have completed their self-assessment based on the Perfectionism Model and started working on improvement.

5. BUILDING BILATERAL AND MUTUAL DEMOCRATIC RELATIONS IN THE WORKING LIFE OF THE MINISTRY OF NATIONAL EDUCATION

In order to establish bilateral democratic relations in the working life of the Ministry of National Education;

- Educational unions are consulted on their opinions and suggestions for all legislation prepared in relation to personnel and education policies.
- Ministry approval has been obtained to include educational unions in the distribution plan of the regulations, directives, notifications and guides related with the implementation of personnel and education policies in order to ensure organizational participation in the decision-making and management process related to education and personnel policies.
- Personnel activities as above or similar ones must be undertaken to support the functionality of educational unions in order to get public opinion to influence the management to give the required importance and priority to education.

6. INSPECTION OF THE EDUCATION SYSTEM

6.1. INSPECTORS MINISTRY

Considering feedback from central and provincial organizations, 693 schools (465 public, 228 private) have been inspected in the academic year 2000-2001, as follows:

- 286 high schools: 155 public, 131 private

- 99 high schools of science: 46 public, 53 private

- 44 Anatolia high schools of fine art: 37 public, 7 private

- 33 vocational high schools for girls: 28 public, 5 private

- 21 vocational high schools for trade: 18 public, 3 private

- 3 private Anatolia Vocational high schools for hotel management and tourism

- 4 Anatolia high schools

- 92 Anatolia Teacher Schools

- 26 Industrial vocational high schools

- 41 religious schools

- 18 Multi-program high schools

- 26 evening high schools

Primary education inspector offices that were inspected within the national education directorates in the initial inspection of provincial national education directorates and were included in the same report, were inspected independently during the second inspection of the national education directorates and the 81 offices were reported separately. Efforts are made to combine these reports.
Schools are scheduled to be inspected on the basis of general conditions, problems and recommended solutions, provided the same type of schools are inspected together. Inspections of high schools for science, Anatolia teacher schools and high schools for fine arts have been completed and their reports are being combined. Other schools shall be inspected on the same basis.
Inspection principles of the national education directorates and those of the schools are rearranged to include "Current Situation", "Problems and Recommended Solutions" so as to ensure that inspections are performed accordingly. Documents including the inspection principles have been prepared so that inspection and evaluation may be possible in the fields of Turkish, Mathematics, Art, Sports, Science, Foreign Language, Social Sciences.
Support through guidance and inspection is provided in the areas of Total Quality Management, Education Regions and Councils, Norm Staff, School Development Model, Computer-assisted Education on which modern development of the education system is based.

Number of Ministry Inspectors

6.2. Regulations for Presidency of Primary Education Inspectors of the Ministry of National Education

This regulation defines the principles for the establishment and implementation of Primary Education Inspector Presidencies to be formed as part of the National Education Directorates.

Prerequisites for those to be appointed as assistant inspectors are to have completed undergraduate education in specific areas before the service period and to have worked for certain periods as teacher and/or education administrator. Those who meet these conditions may be appointed as assistant inspectors if they pass the selection exam.

The period of working as a primary education assistant inspector is defined as 3 years. Assistant inspectors shall go through two phases of training (in-service and on-duty) in this period, and those who pass the evaluation exam at the end of this period shall be appointed as primary education inspectors.

Primary education inspectors and assistant inspectors are obliged to work for certain periods in five service regions formed by grouping the cities based on geographical location, economical and social development level and transportation conditions.
Primary education inspectors who have completed their regional service duties may be relocated to cities of their preference.
Withdrawal from duty is linked to health-related, moral or professional inadequacies that are in conflict with the requirements of inspection services, thus ensuring inspection security.

Implementation results of the Regulations for Presidency of Primary Education Inspectors from the Ministry of National Education.

Based on an exam and an interview, 184 assistant inspectors were appointed in 1998, 75 in 1999, and 159 in 2001. In order to train the primary education assistant inspectors, 300 primary education inspectors were given in-service training (81 in 2000, 219 in 2001).
81 assistant inspectors (50 in 2000, 31 in 2001) have successfully passed the proficiency exam, which is a prerequisite for appointing primary education assistant inspectors as primary education inspectors, and have been reappointed to primary education inspectorate.
To meet inspector requirements, 29 retired primary education inspectors and 15 withdrawn primary education inspectors have been reappointed.

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Ministry Of National Education
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