Bussed Primary Education Expenditures

Equipment Expenditures

Confiscation Expenditures

Expenditures for the Publication and Distribution of Books

Project Expenditures

Payment of Outstanding Debts

Basic Education Program is a plan of action that is a consequence of the Law no 4306 that has enforced eight years of compulsory primary education, and in which a new basic education strategy shall be implemented. Objectives of the Basic Education Program is to expand the eight years of compulsory primary education to have a universal scope, to increase the quality of primary education, to increase society's interest in primary education schools, and to make them a source of education and learning for the neighborhood.

Restoration of 178 Village Schools

Rehabilitation of 105 Central Village Primary Education Schools and Additional Construction Work

Rehabilitation of 44 Urban Primary Education Schools in Ankara and Additional Construction Work

Rehabilitation of 1300 Village Primary Education Schools and Additional Construction Work
BEP and Increasing the Quality in Education

Aimed at increasing he quality of basic education, this section includes the services of incorporating information technology in the education programs, provision of teaching materials and in-service training of education personnel.

Computer Hardware and Education Software

Audio-visual Teaching Materials
Books have been prepared for teachers and in-service training courses have been organized to ensure that education technology tools are used effectively in education applications.

It is known that children in the rural area primary education schools do not have sufficient tools and equipment and that many families cannot provide education materials for their children. Many researches on learning success indicate that the inadequate number of tools and equipment adversely affect the learning success of students. Therefore, in education and teaching, capital expenses shall be directed not only to buildings and teachers but also to elements that enhance the learning environment of the child (teaching materials, education program, in-class training, etc.).

Hardware Training...

As part of the BEP, in-service training courses have been provided in relation to the use of education technology equipment.

Software Training

Pilot applications are evaluated using the feedback from the schools and the cities.

INNOVATIONS IN THE EDUCATION SYSTEM

The World Bank's Report no 22530-TU

PUBLIC EXPENDITURES IN TURKEY AND
INSTITUTIONAL REVIEW

EDUCATION OUTPUT AND PUBLIC EXPENDITURES

As of the date that the Basic Education Program has been implemented; significant increases in student enrolment rate have been achieved in a short time as a result of the clearly publicised policies that are focused on schooling indicators. The express policies implemented in education, although being a factor that improves the results of these services, are not yet at an adequate level. Performance improvement in education has been achieved by the support provided to the current status, the resource obtained in the last three years by the Law no 4306 and the flexibility in the use of this resource. This success has been achieved by a calculable budget planning and management after the Ministry of National Education had been authorised to create resources and to make budgets. These principles and the experiences gained shall lead to more comprehensive reforms in national expenditure management.

The success of the basic education program shall ensure a higher level of enrolment rate at secondary education level. Distribution of resources shall be made according to the allocations whose appropriateness, priority and levels of significance have been identified. In order to further increase these financial resources and to improve the quality of education, at least 4.2%of the GNP must be saved as education allocation for the next 3 years. The flexibility in the use of resources must be maintained in the next two years within the scope of the Law no 4306. However, a more comprehensive reform in public education expenditures is required in order to prevent the need for any arrangement in the education sector based on budgeting where timescale and resources are not defined regularly and consistently.

In expenditure management, care must be taken to increase efficiency at all levels of education, to improve the increasing costs in higher education and to decrease the public and social expenditures, particularly in higher education. Another issue waiting for a solution is reducing the gender- and region-based differences in primary and secondary education. In rural areas where books and training materials are distributed free of charge and in regions where the girls' enrolment rate is low, the investment expenditure program to meet the need of additional classrooms for 6th, 7th and 8th grades shall lead to an increase both in enrolment rates and in public expenditures.

A MORE EFFECTIVE AND RESPONSIBLE MANAGEMENT APPROACH
Effective management by the government is being hindered by the extra-budgetary resources foreseen in the budget regulations due to political ambiguities and complexities in the budgeting system. If this issue is not resolved, Turkey may face problems such as financial imbalance, reduction of efficiency in the public sector and cessation of development. This concept has been recognised in technical terms, if not in political. Political understanding and support is essential for the success of all efforts made to realise the required budget reforms that supplement the government policies and programs.

It has been recommended to make use of the budget reform approach which has been successfully implemented in other OECD countries and which may give successful results in Turkey, such as the Law no 4306.

Report No: 22530-TU
Turkey
Public Expenditure and Institutional Review
Reforming Budgetary Institutions for Effective Government

CONSTRUCTION-INSTALLATION AND REPAIR EXPENDITURES

For construction-installation and large repairs, a total of 874.8 trillion liras has been spent, 7.1 trillion of which was spent in 1997 between the dates 18.08.1997-23.11.2001, 131.4 trillion in 1998, 231.5 trillion in 1999, 179.5 trillion in 2000 and 325.3 trillion in 2001 until 02.11.2001.

RESOURCE: The Ministry of National Education Research, Planning and Coordination Board

RESOURCE: The Ministry of National Education Research, Planning and Coordination Board

Between the dates 18.08.1997-23.11.2001, a total of 240.5 trillion liras has been spent, 3.6 trillion of which was spent in 1997, 18.6 trillion in 1998, 40.3 trillion in 1999, 87.7 trillion in 2000 and 90.2 trillion in 2001 until 23.11.2001.

Between the dates 18.08.1997-23.11.2001, a total of 127.3 trillion liras has been spent, 7.8 trillion of which was spent in 1998, 38.8 trillion in 1999, 52.3 trillion in 2000 and 28.3 trillion in 2001 until 02.11.2001.

Between the dates 18.08.1997-23.11.2001, a total of 50.9 trillion liras has been spent, 14.1 trillion of which was spent in 1998, 7 trillion in 1999, 20.2 trillion in 2000 and 9.6 trillion in 2001 until 23.11.2001.

Between the dates 18.08.1997-23.11.2001, a total of 14.2 trillion liras has been spent, 1.4 trillion of which was spent in 1998, 4.9 trillion in 1999, 4.9 trillion in 2000 and 2.8 trillion in 2001 until 23.11.2001.

Between the dates 18.08.1997-23.11.2001, a total of 412.1 billion liras has been spent, 250 billion of which was spent in 1998, 115.9 billion in 1999, 46.2 billion in 2000.

A total of 338.9 billion liras of transfer expenditures have been made, 188.9 billion of which was spent in 2000 and 150 billion in 2001, for the VAT of the books, stationery, clothing and nutrition expenditures of the primary and secondary education students having survived the earthquake, and of the transportation expenditures of the students and teachers who have to go to another school because their schools have been damaged in the earthquake.

RESOURCE: The Ministry of National Education Research, Planning and Coordination Board

2. BASIC EDUCATION PROGRAM

On June 25th 1998, the Basic Education Program Loan Agreement was signed between the World Bank and the government of the Turkish Republic. This agreement provides an initial credit of 300 million US dollars for the program. If this amount is used successfully to meet the Basic Education Program objectives, a second credit of 300 million US dollars shall be given.

Objectives of the Basic Education Program (BEP) include many activities, each one covering several service units.

1. Expanding the Scope of Basic Education
2. Increasing the Quality of Basic Education
3. Support for the Program Execution
4. Monitoring & Evaluation

2.1. EXPANDING THE SCOPE OF BASIC EDUCATION
During the Basic Education Program,
- 121.500 new classrooms,
- pensions with 110.000 capacity.
- 7.200 teachers' lodgings are scheduled for construction
- 39.400 existing primary education schools, of which 30.700 are in rural areas have been scheduled for improvement.

BEP-Services
Restoration of 178 village primary education schools in Þırnak, Mardin, Van, Bitlis and Hakkari have been contracted by the related governors. Restoration of the primary education schools in the above-mentioned cities has been completed.

Rehabilitation of 105 central village primary education schools and additional construction work covers the village primary education schools in Yalova, Kocaeli, Batman, Iðdır, Bartın and Þırnak. Rehabilitation and additional construction work in these schools have been completed except for Kocaeli and Yalova.
In order to complete the rehabilitation and additional construction work in 44 urban primary education schools in Ankara, a national tender was held on 02.11.2001 and offers were received. The offers are still under evaluation. On the other hand, a tender has been opened to purchase international consultant services as "Controller" during the construction work of the 44 primary education schools mentioned above. To this end, technical and financial offers shall be obtained from the companies on December 10th 2001.
The city governments have been instructed to open tenders for the renovation of 1300 rural primary education schools in 75 cities in our country, and of 13 Regional Boarding Primary Schools (RBPS) and Boarding Primary Education Schools (BPES) in Aksaray, Manisa, Siirt, Muş, Erzincan, Adıyaman, Aðrı, Bitlis, Hakkari, Hatay, Ankara, Bolu and Kars. Tenders have been completed in Tunceli, Þırnak and Siirt and repair work has been finished in 14 cities.

2.2. INCREASING THE QUALITY OF BASIC EDUCATION
Information Technology (IT)

Within the scope of the 1st Phase of the Basic Education Program, the objective was to build information technology classrooms in at least 2 primary education schools in 80 cities and every town, and the identified schools were grouped according to number of students. In that context, 2.834 information technology classrooms have been scheduled to be built in 2.451 primary education schools all over the country. This number has been increased to 2.802 with 351 newly constructed schools. Establishment of information technology classrooms in these schools has been completed in all cities and towns.

Tender documents have been prepared and presented to the World Bank for approval for the purchase of "Computer Hardware and Office Software, Education Software" for the information technology classrooms built in 2.802 primary education schools and planned to be built in 3.000 more schools. After the approval is obtained, studies shall be completed as soon as possible.

In order to be used as reference material in the information technology classrooms, 50.000 CD's containing "Atatürk's Speech and Atatürk's Photographs" have been prepared and distributed to 2.802 primary education schools.

The computer hardware in the information technology classrooms of the primary education schools has been purchased through the

international tender held on April 15th 1999 and education software on December 2nd 1998.
Installation of hardware and software in the information technology classrooms in 2.802 primary education schools has been completed and the said schools are ready for computer-assisted education/-learning.
Also "Microsoft Office 2000" software has been purchased and distributed to all student computers in 2.802 primary education schools.
In the information technology classrooms in primary education schools, there are computers, printers, scanners, education software, educational games, electronic references, videos, overhead projectors, televisions, educational video cassettes, acetates, office software and software for computer literacy.
Besides the computer hardware and education software for the information technology classrooms in 2.802 primary education schools, 3.041 televisions and 4.740 overhead projectors have been purchased through international tender on December 8th 1998. These audio-visual teaching materials have been distributed to the information technology classrooms in 2.802 primary education schools.

On the other hand, work has begun to establish information technology classrooms in 3.000 more primary education schools, following the previous 2.802. In that context, an international tender has been opened on December 11th 2000 to purchase audio-visual teaching materials for the 3.000 primary education schools. The tender includes TV, video, overhead projector and acetates and videocassettes. With this tender, audio-visual teaching materials have been purchased for the 3.000 primary education schools and

videos have been provided for the 2.802 primary education schools that had been equipped with computer hardware, education software, TV's and overhead projectors before.

The audio-visual teaching materials that have been purchased and distributed are as follows;

- televisions for 3.462 primary education schools
- videos for 6.179 primary education schools
- overhead projector for 3.462 primary education schools
- reproduction of VHS video cassettes in the subjects of Science, Mathematics, Turkish, Social Sciences, Art, Music and Natural Science and Social Studies for 6.255 primary education schools
- Overhead projector acetates in the subjects of Social Sciences, Mathematics, Natural Science and Social Studies and Turkish History for 6.254 primary education schools.

"Overhead Projector Operating Manual for Teachers" has been prepared to explain the features of overhead projector, to teach the basic rules of operation and acetate preparation techniques so that teachers can effectively use the overhead projector and the acetates in the information technology classrooms. These books have been distributed to all teachers in the primary education schools with an information technology classroom.

TEACHING MATERIALS
As part of the Basic Education Program, teaching materials shall be provided for 22.276 rural primary education schools, 4.401 of which are central schools for transportation, and 2.993.692 students attending these schools. Among these teaching materials are;

For schools; mathematics kit for classrooms and students, laboratory materials, science cabinets, bookcases, tool kits, encyclopedias, books, Atatürk serials, Turkish/English and English/Turkish dictionaries, Turkish grand dictionaries, for classrooms; globes, political and geographical world maps, historical and geographical atlases and classroom bookcases, for students; school bags and teaching materials to support their studies.

This support given to the rural areas aims to increase the success of children from materially deprived families, to make schools more attractive for students and to draw society's interest to the schools.

Evaluation of the tender opened on October 2nd 2000 to purchase teaching materials shall be finalized as soon as possible and the materials shall be urgently delivered to the schools and the students in rural areas.

Training courses in the operation of the computer hardware provided for the information technology classrooms in 2.802 primary education schools as part of the Basic Education Program have begun with the training of 3 teachers in each primary education school with information technology classrooms given by the KOÇ SYSTEM company on February 21st 2000 in 27 cities.

METEKSAN SİSTEM company which has given a four-week hardware training in 20 cities starting from March 27th 2000 has continued the training program in Ankara with two groups of courses given to 2 teachers coming from each of these 20 cities between the dates June 19th-23rd 2000 and June 26th-30th 2000.
Between the dates of June 5th-30th 2000 for a period of 5 days İHLAS ACER company has given computer hardware training to teachers selected from every primary education school with an information technology classroom in 25 cities. Also, the company has provided "Advanced Level Computer Training" to 3 teachers from each of the 25 cities between the dates July 24th-28th 2000 and July 31st-August 4th 2000.
BULL company has given a five-day course on "Computer Operation" to 2 teachers selected from each of the primary education schools with information technology classroom in 9 cities including İstanbul, Tekirdað, Kırklareli, Yalova, Bursa, Balıkesir, Çanakkale, Kocaeli, Sakarya.

The hardware training given by the BULL company for the information technology classrooms in 9 cities was supplemented by the "Advanced Level Computer Training" (February 5th-9th 2001) for the 25 teachers selected from the said cities conducted in laboratories of the General Management of Educational Technologies.
TES company that has been awarded the 1., 2., 3., 4., 5. and 16. packages of the education software tender provided in-situ training on Q Steps, Q Surf (English, German, French) and Q Kids software and basic computer operation for 2 teachers from each of the schools with an information technology classroom in 81 cities, starting from June 7th 2000.

BİLSA company which has been awarded the 16. Package with the Lingualand software has provided applied training to 2 teachers from each of the schools with an information technology classroom in 81 cities, between the dates June 19th-30th 2000.
METEKSAN and LOGOMOTİF companies, in line with the types of software they have been awarded, have given training to teachers with the training videocassettes and CD's they sent to the schools.

2.3. SUPPORT FOR THE PROGRAM EXECUTION
As part of this section, individual counseling services have been used in order to effectively conduct the project activities. In 2000 two individual counselors have been employed for the IT part of the Project.

2.4. MONITORING & EVALUATION
The monitoring & evaluation section is designed to respond to the development in BEP and to support the pilot projects at school level. In that context, projects prepared by the provincial directorates of national education have been reviewed by the preliminary evaluation commissions and projects for 303 schools submitted to the Improvement Fund Unit have been processed. Purchasing procedure is still in progress for the equipment to be provided for İzmir Rakım Erkutlu Primary Education School, Mardin Ortaköy Primary Education School and Bitlis Ahlat Ovakışla Primary Education School. Pilot schools have been identified in the shanty towns of Ankara, İstanbul, İzmir provinces and in the cities of Hakkari, Þırnak, Van, Bitlis and Mardin by the provincial directorates of national education in these cities, projects prepared and 11 projects reviewed.

120.649.078.28 $ has been used from the project loan, and the total project loan is 300.000.000$.

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Ministry Of National Education
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