INTERNATIONAL RELATIONS AND THE EUROPEAN UNION

2.1.1.2. Weekly and Annual Class Hours
In Germany, France and England weekly class hours vary between 25-36 and annual class hours between 974-1400. Therefore, the total weekly and annual class hours in our country are generally up to the standards of these countries.
A comparison of the courses with the same or similar names reveals that the basic courses taught in primary schools such as Turkish, Mathematics, Science, etc. are in conformance with the said countries in terms of class hours. The subjects of Mathematics, Physics, Chemistry, Biology and History among the common high school courses have approximately the same number of class hours. For subjects such as the national language, philosophy classes and geography, we have more class hours than the EU countries.
Considering the period the schools are open, education is carried out in 180 working days in our country, 200-210 in Germany and England and the same as our country in France.

2.1.1.3. Compulsory Education Period
This is 8 years in our country, 10 in France, 11 in England, 12 in Germany. In general, the compulsory education period in EC countries is 9-12 years.

2.1.1.4. Democracy and Human Rights Education
The National Basic Education Law no. 1739 defines the principles governing the training of individuals, use of education rights, provision of equality of opportunity in education and organization of democracy and secular education. In that context, democracy and civil education
has been included in the school programs either as multidisciplinary or independent courses aimed at ensuring that students adapt and acquire a democratic thinking system.

In order to raise civil awareness in and teach democratic behavior to students and to ensure that they have their freedom, are aware of and protect their own and others' rights, 7.-8. classes schedules of primary schools include one hour of "Civil and Human Rights Education" course and 3. class schedule of high schools include selective "Democracy and Human Rights" course. In these courses;

- Individuals are taught to respect the human rights mentioned in the Constitution and the Basic Law of National Education,

- Students are trained as individuals who adopt the Republican order and apply and protect human rights and democracy principles in their daily lives,

- Students are taught their own rights and liberties, made aware of and taught to protect their own rights and the rights of everyone in society,

- Students are taught to be participatory, responsible and respectful to human beings and human honor,

- Students are trained as individuals and citizens who are at peace with the community and the world and who are familiar with the values of modern civilization.

2.1.1.5. Foreign Language Education
In the primary and secondary education institutions, foreign language courses are among the compulsory common courses. The purpose of foreign language teaching is to help students speak a language at certain proficiency levels.

The related education programs, students' books, teachers' books and training materials are continuously and integrally developed.

Different programs are implemented in foreign language education depending on the school type (Schools giving normal foreign language education, schools giving extra weight to foreign language education, schools teaching certain courses in a foreign language).

Weekly course schedules have been reorganized according to the Eight Years of Compulsory Education which was put into effect in the academic year 1997-1998, and foreign language lessons for 2 hours a week are compulsorily included in the 4th and 5th class schedules of primary schools. In the 8th class, foreign language is taught 4 hours a week.

With the decree of the Board of Education and Discipline dated 30.03.2000 no 32, starting from the academic year 1997-1998, foreign language education has been organized as follows: children at the 5th and 6th class in Pre-primary education institutions and students in the 1st, 2nd. and 3rd classes of primary schools shall have foreign language education activities and students in 6th, 7th and 8th class of primary schools shall do the laboratory work of a Science subject using the foreign language.
In that sense, a second foreign language education has been included in the weekly course schedule starting from the 6th class in primary schools. Also, the Ministry of National Education has given its consent to the inclusion of a second foreign language among the compulsory courses in the Anatolia Teacher Training High Schools.

2.1.1.6. Lifelong Learning
In the meeting of ministers of education from the EU member countries and candidate member countries held in Prague in June 1998, a taskforce was established, consisting of ministers and experts and it was decided to define a minimum number of indicators so that, in terms of school standards, national systems could be assessed and countries could make comparisons. The aim was to support the common European Education House and, through comparison, to identify the common difficulties and take samples from proper practices. After this meeting, the Lisbon meeting was held at the end of which a memorandum was issued.

In the Bucharest Conference of Ministers held after this meeting, a consensus was reached on the conclusion of the Lisbon meeting, and the following principle was adapted: "Implementation of transparent methods in cooperation and adaptation of lifelong learning." Upon these main principles, the Chairman of the European Education and Culture Commission sent a letter to each of the ministers attending the meeting from 35 countries to request the appointment of an expert for developing indicators related to lifelong learning, and such an appointment was carried out. The group of experts who prepared the indicators on the quality of lifelong education met five times in the first half of 2001.

1. In line with the memorandum and employment policies related to lifelong learning, defining lifelong learning as all the meaningful learning activities which have a continuous nature, either formal or non-formal , and are aimed at the development of knowledge, skills and abilities.

2. Identifying the means to make international comparisons in order to share experiences in putting things into practice and determine common policy difficulties.

3. Taking into consideration the interaction among formal, non-formal and non-formal learning systems when identifying the quality-related policy areas in lifelong learning.

4. Initially, defining the areas related to lifelong learning according to the existing indicators.

5. Taking into consideration a large area in the business market based on social, economical and cultural data.

6. Developing each policy area, keeping in mind issues of equality such as gender, ethnic roots, disabilities, etc.

In that framework, the expert group has identified the below listed areas and indicators in relation to "lifelong learning".

Skills, Abilities and Behavior
- Literacy and arithmetic
- New skills for the learning society
- Skills in learning how to learn
- Effective citizenship, cultural and social skills
- Business market related to the outputs

Resources for lifelong learning
- Investment in lifelong learning
- Educators and learning
- Communication technologies in learning

Lifelong learning; strategies and system development
- Strategies
- Material supply
- Quality acquisition
- Identification of certificates and certification
- Guidance and Advisory services

2.1.2. MANAGEMENT AREA

In the process of adaptation to the European Union, each issue included in the responsibility areas of personnel management is investigated, reviewed and assessed, based on such criteria and indicators as democratization, superiority of law, human rights and liberties, which are common values of the world. As a result of this investigation, review and assessment, the issues included in the responsibility areas of personnel management are redefined and their contents are identified to permit the highest benefit from knowledge and technology. In that sense, in line with articles 53, 56, 61 and 62 of the Law no. 3797 on the Organization and Duties of the Minister of National Education amended by the Law no. 4359; the following issues included in the responsibilities of personnel management have been rearranged;

a) Administrator appointment
b) Teacher appointment
c) Primary education inspector appointment
d) Norm staff

These arrangements are based on the values of superiority of law, democratization and human rights.

Opportunities are created to have the professional education administration positions in the European Union countries established in the education system of our country. The securities given for such positions by the Law no. 3797 and the regulations parallel with the securities in EU countries that ensure stability and efficiency.

"Job definitions" have been made for the administrative positions in central and provincial organizations to objectively identify the qualifications of those to be appointed to such positions.

Assessment principles and assessment criteria, indicators and standards have been defined for the assessment of administrators. Administrators in the central and provincial organizations have the obligation to prepare an "annual work plan". Provisions are in place to ensure that the assessment shall consider whether the goals and objectives in the "annual work plan" have been achieved according to the defined standards. So, the process of shifting from subjectivity to objectivity in personnel assessment has begun.

Administrators who have prepared their own "annual work plan" with the first registry chief know from the start of the year which duty shall be performed at what time and to what standard and that this will be the basis for their assessment. In the assessment process, administrators have the right to give written opinions on the 1st Assessment Report prepared by the first registry chief and to discuss and negotiate with the officer on the assessment. Also, at the end of the year, administrators advise the registry chief of their views on subjects affecting their performance using the "self-assessment form" attached to the Regulations. This practice both gives objectivity to the assessment system and supports it with democratic relations. Such an assessment system is close to the categorical performance assessment system implemented in most of the EU countries.

The degree of success of administrators in their positions, whether they are fit for promotion, and the in-service training they should be given in the registry chief's opinion, are identified by using the "training and development plan" attached to the Regulations. Thus, the training needs of personnel are based on concrete evidence. With provisions about the appointment of teachers and primary education inspectors, this area has been institutionalized under the superiority of law.
Norm staffing efforts have started the process of providing equal opportunity of education and training for each citizen within the context of human rights. The number of the norm staff needed for the branch teachers in every school is calculated in order to achieve working with full capacity in personnel employment. The norm defined for teachers is the leading motive for the norms to be identified by schools and other education institutions in relation to other inputs of the educational process. Therefore, the efforts directed towards teacher accreditation, which is one of the measures and indicators of "ACCREDITATION IN EDUCATION" (level of the required and sufficient qualifications), have begun to some extent.

2.1.3. SPECIALISATION COMMISSION

Below are summarized the studies of the specialization commission established within the Ministry of National Education.

2.1.3.1. The European Council Studies on the "Democratic Citizenship Education Project"
The "Democratic Citizenship Education Project" implemented by the European Council member countries in 1997 and continued between 2001-2004 is accepted as the main supporter in creating a new Europe. The "Democratic

Citizenship Education Project" which aims to reinforce a culture of human rights and democracy is executed by the related project group established in the Ministry of National Education.

Goals of the project are:
- To train effective, responsible, participative and free individuals for the decision-making processes in social life
- To develop awareness of democratic citizenship
- To reinforce a culture of human rights and democracy
- To implement the principle of commitment to legal rules, justice and equality in a world of differences
- To produce creative, non-violent, participative and peaceful solutions for social problems
- To maintain education in democratic citizenship in order to provide adolescents and adults with the opportunity to determine their own future
- To work in cooperation with civil social organizations and experts.

The subjects and issuess to be addressed as part of the European Council "Democratic Citizenship Education Project" shall be executed by the "Democratic Citizenship Education Advisory Committee" consisting of the Board of Education and Discipline as the coordinator, related offices of the Ministry of National Education, universities, civil social organizations and Higher Education Council representatives.

Studies Performed in 2001 as part of the Project
The group has analyzed the project documents in order to define all concepts, basic principles, goals, objectives, priorities and target groups.

In order to promote the project and identify future endeavors, communication has been established with civil social organizations, related units of the Ministry of National Education, various universities, and higher education council and periodic meetings are held. In these meetings, the current status of citizenship education in our country has been assessed and topics such as the problems encountered, education programs, course materials, teacher training, etc. have been addressed.

Projects Planned for 2001-2002
With the help of the Advisory Committee, concrete projects conforming to project standards shall be produced and implemented with cooperation among institutions and participation of teachers and students. The projects to be produced shall be announced to all schools on a comprehensive basis in order to achieve nation-wide participation.
In that respect:
- Course schedules shall be reorganized on the basis of superiority of law, democratization, international peace, tolerance, democratic citizenship awareness, human rights, and global education principles.
- Course materials shall be developed and produced in conformance to objectives of human rights and democratic citizenship education and to new approaches in education.
- The current legislation shall be revised in terms of conformance to European Union standards.
- Parallel with democratic citizenship education, a legal framework shall be identified, the related regulations shall be revised and adapted to the project-related activities and new texts shall be written.

National and international seminars shall be held as part of the project,
Development of citizenship and human rights education programs and education programs for teachers of democracy and human rights courses,
Human rights and democracy education certification programs shall be organized for all teacher candidates in cooperation with the Higher Education Council
Public sensitivity shall be maintained concerning human rights

Awareness and sensitivity shall be maintained by informing the public about the activities held as part of the "Democratic Citizenship Education Project", related radio and TV materials (video films, CD, posters, photographs, etc.) shall be produced and an internet site shall be prepared to enable the exchange of best practices among the Council member countries.

At the end of the assessment, the best work shall be awarded and introduced to the public and the media through a campaign and a national exhibition in order to develop sensitivity. Interesting examples shall be combined as a leaflet and published. Also this work shall be accessible for the European Council member countries via the Internet.

2.1.3.2. European Council Specialization Commission on History Education and Teaching
A "European Council Specialization Commission on History Education and Teaching" has been established consisting of field experts from

the Ministry of National Education and other institutions and chaired by Prof. Dr. İlber ORTAYLI, instructor at Ankara University, Department of Political Science, working under the coordination of the Ministry of National Education so that the materials constituted in relation to the History Education projects of the European Council are reflected in the education plans and programs; the handbooks prepared as part of the project are reviewed and assessed; counter opinions are produced for the views and decisions in the mentioned works which are prejudiced with regard to our country and do not reflect realities; and historical facts are revealed. Said commission's work is still in progress.

2.1.3.3. European Council Specialization Commission on Foreign Language Development Files
At the end of the conference held in Krakow, Poland between October 15th-17th 2000 by the Ministers of Education of the European Council member countries, a conclusion note was signed including the decisions that in foreign language education applications a development file shall be kept for each student, and that foreign language education shall be performed to meet defined standards and be certified.
A Specialization Commission has been establisher within the Ministry of National Education upon official approval, coordinated by Prof. Dr. Özcan DEMİREL, instructor at Hacettepe University, so that the project that shall be started in the European Council member countries in the academic year 2001-2002 can also be implemented in our country.
Said commission has held a seminar in October for 30 foreign language teachers selected from the pilot cities Ankara and Antalya.

National Education At The Beginning Of 2002

INTERNATIONAL RELATIONS AND THE EUROPEAN UNION

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