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Objectives and targets of the National Education - For - All have been defined on the basis of six "target dimensions" described in the "Action Framework for Meeting the Basic Learning Needs". Accordingly;

The six targets mentioned above have been classified in compliance with the national standards. Definitions, descriptions and analyses from this point onwards shall be specified along the lines of the related targets of these units.

1.1. Pre-school Education

Pre-school education is a deliberate and systematic process of education covering the children in the age group 0-to-72 months, compatible with their characteristics and level of development, providing an environment rich in stimulants, guiding the children's physical, mental, emotional and social development in the best way along the lines of the society's cultural values.

The pre-school period is one in which the development of the child accelerates. Education provided during this period affects the development of the child in his later years.

Research over long years has shown that a large part of the attitudes gained during childhood shape the individual's personality, attitudes, habits, convictions and value judgments in his or her adult years.

The child who happens to be in intensive emotional interaction with the family members during the period following birth feels the need, towards the age of three, to be together with other children of the same age and join playgroups. The peer groups present an environment in which the child gets to know self. The child learns through these playgroups to gain acceptance, share with others, accept others, defend his or her rights and have respect for others. Thus the child moves from an egocentric world to a state of socially oriented sensitivity.

The Objectives of Pre-school Education

The objectives of pre-school education, in compliance with the general objectives and fundamental principles of national education, are:

    1. Assuring physical, mental and emotional development of children and assuring that they gain favorable habits.
    2. Preparing the children for primary education.
    3. Creating a common environment for children who come from families in disadvantaged situation.
    4. To assure that the children speak Turkish well.

The Targets of Pre-school Education

Included among the targets of pre-school education are:

    1. Preparing an environment conducive to children's development along the lines of their physical, mental, linguistic, emotional and social aptitudes and abilities.
    2. In organizing the education activities, keeping in view the children's age, interest and needs, along with the means available at school and his immediate environment.
    3. In deliberating the matters of program, keeping in view the means available in the immediate environment
    4. Developing pre-school education in such a way that it would have the necessary qualities for instilling in the children, the feelings of love, respect, cooperation, responsibility, solidarity and sharing.
    5. Placing necessary emphasis on children's speaking Turkish well.
    6. Instilling in children feelings that concern Türkiye the motherland, Turkish nation, Turkish flag, Atatürk, love for family and human beings, and assuring their loyalty to moral values.
    7. Placing emphasis on having the children develop values through their own experiences in benefiting from incidental learning.
    8. Providing equal treatment to children, considering the individual differences, to show interest, love and affection without any discrimination, and never assigning penalties.
    9. Instilling and further developing in children, the social and cultural values of the society.
    10. In carrying on with the education activities, not allowing pressures or limitations on children that would bruise their personalities, and always acting with love and affection.
    11. Assuring that children gain habits of cleanliness and a right and balanced nutrition.
    12. Assuring that children become knowledgeable about and sensitive to the matters of environmental cleanliness and orderliness, and building up healthy environments.
    13. Providing education through school-family cooperation.
    14. Increasing the enrolment rate in pre-school education.

In this context, the importance on pre-school education is increasing day by day. The following matters are targeted for developing and expanding pre-school education in our country:

Ş Opening kindergarten classes under the existing schools of all types and at all levels, making use of their physical capacities.

Ş By affecting the necessary revisions in the architectural projects for the school buildings to be constructed -- all types of schools at all levels , implementing renovations at ground floors to permit pre-school education.

Ş Preparing projects concerning education of children who did not benefit from pre-school education, expanding early childhood development and education and preparing television education programs for raising public awareness.

Ş Formation of "Multi-purpose Pre-school Education Research Centers" for developing and implementing alternative models for more economical ways of reaching down to children and families of where there is immigration and slum areas.

Ş Preparing package programs for developing and expanding (Development, Education and Care) the activities in early childhood care.

Ş Developing common legislation concerning development, care and education of the children in their period of early childhood.

1.2. Primary Education

Primary education covers education and training of children in the 6-14 age group. Primary education is compulsory for all citizens, regardless of gender, and is offered free at State schools.

The institutions of primary education cover primary education schools, teaching and make-up classes, as well as schools and classes established for children who need special education.

Objectives of Primary Education

In accordance with the general objectives and the fundamental principles of national education, the objectives of primary education are:

  1. Providingg Turkish children with the basic knowledge, skills, attitudes and habits necessary for becoming a good citizen and raising them in line with national understanding of morals.
  2. Preparing Turkish children for life and the higher level of education, by raising them along the lines of their interests and aptitudes.

The general objectives of Turkish National education are pursued, at the level of primary education, within the framework of the following objectives.

The Targets of Primary Education

  1. Creating a research-oriented, productive, creative and effective education environment that would allow the pupils to express themselves, understand the society and themselves in terms of strengths and weaknesses, and develop their sense of responsibility.
  2. Creating classroom and extracurricular environments that would provide the means for the pupils to develop a comprehensive, broad view of the world.
  3. Preparing programs aimed at pupils' becoming knowledgeable in information technologies as well as social and cultural subjects, and multi-dimensional people, in constant development in social and academic subjects and character-wise.
  4. Having the children gain the skills that would allow them to adopt to the society and natural environment they live in.
  5. Preparing programs that would facilitate parent participation, starting with the approach that the family and the environment are integral parts of the education system.
  6. Carrying out works aimed at realizing education activities that respond to the needs of pupils who have different qualities and have these pupils receive education together with other pupils.

1.3. Non-formal Education

The Objective of Non-formal Education

The objective of non-formal education, in accordance with the general objectives and fundamental principles of national education, is to provide, those citizens who have never entered the formal education system, or are currently at some level of it, or have left it, with the following:

  1. Teaching them literacy and providing continuous education to cover their education deficiencies.
  2. Providing means of education that would facilitate their adaption to scientific, technological, economic, social and cultural developments.
  3. Carrying out education with qualities that support preserving, developing, promoting and asserting elements of our national culture.
  4. Developing a favorable understanding and habits in the areas of community life, solidarity, working with others and organization.
  5. Providing means that would allow them to gain occupations in line with economic developments and employment policies.
  6. Promoting healthy habits and life styles.
  7. Providing means to those under employment for further developing their knowledge and skills in their occupation.
  8. Promoting habits for better use of leisure time.

The Targets of Non-formal Education and Training

  1. Explaining to and promoting among the individuals the concept of the State, Atatürk's reforms and principles, the main principles of democratic management; strengthening national unity and solidarity and promote respect and tolerance for others.
  2. To steer the structure of the society and the value judgments in such a way that it would create an environment compatible with the objectives of development; in particular, and especially concerning the individuals who live in villages and townships, bring people up to being able to solve problems by combining their own means with those of the State and making decisions on their own.
  3. Teaching literacy skills and preparing means of continuous education for those people who are now outside of the compulsory education age group.
  4. Doing educational studies aimed at national unification, and helping people carry out their citizenship duties in a conscious manner, thus strengthening free democracy along the lines of Atatürk's reforms and principles, and developing the individual's opinion, personality and abilities.
  5. Preparing means of education that would assure adaptation to scientific, technological, social and cultural developments of our age.
  6. Taking measures by mobilizing public, private and local resources to assure participation of the general public in development projects.
  7. Organizing and participating in creative education activities, that would help form environments conducive to success of projects with economic and social content in support of national development, by changing attitudes, opinions and values that inhibit development.
  8. Helping preservation of national culture elements, developing the same in ways open to other cultures of the world and helping with its dissemination.
  9. Helping the target population gain habits in favor of community life, solidarity, team work and organization.
  10. Helping with introduction of new technologies and techniques in the agricultural and industrial sectors; with development of new service areas; and with the unemployed or the employed but not pleased ones to gain skills to generate income and raise standards of their living.
  11. Carrying out studies in the areas of education-training-employment, marketing and organization, in accordance with local characteristics and needs.
  12. Carrying out studies to help new migrants to cities in adapting to their new environment, and help economic, social and cultural problems of the citizens who live in rural areas.
  13. Helping to raise the manpower that the industrialization requires and carrying out educational studies with vocational and technical content.
  14. Providing the people employed in various occupations with necessary knowledge and skills, to help them move ahead in their jobs and occupations.
  15. Carrying out work in pursuit of protecting public health, family planning, civil defense, improved housing, and becoming good producers and frugal consumers.
  16. Carrying out educational studies in favor of social and cultural activities during leisure hours.

The Targets of Apprenticeship Training

Apprenticeship training covers education of children and youngster in the secondary education age group who had completed primary education but failed to continue with the higher level of education, or happen to be outside of formal education for various reasons. Those who had completed primary education and are older than 14 but younger than 19 can proceed with apprenticeship training. The duration of apprenticeship training is 3-to-4 years. Journeymen's certificates are awarded to those who complete this training. The apprentices attend the apprenticeship training centers one day each week, receiving 8-to-10 hours of theoretical training.

Those who work at an enterprise under an apprenticeship contract in an occupation covered by the law fully benefit from the privileges of pupilship and their insurance premiums are incurred by our Ministry during apprenticeship training. To the extent the budgets allow, lunch is also provided to these pupils by the Ministry. Those who get their journeymen's certificates move on with their foreman training, which lasts three years. In accordance with the provisions of Law No: 3308, opening an independent place of business or being employed as a foreman requires a master's certificate.




Expected Outputs




"EDUCATION-FOR-ALL YEAR 2000 ASSESSMENT TÜRKIYE REPORT" was prepared by the relevant units and the Technical Commission formed by these units, under the coordination of MEB General Directorate for Primary Education, and this report was presented to the members of the High Council.

Members of the Technical Commission:

The Section Chiefs from the relevant units and teachers assigned have completed their work in

Ş preparation of work program

Ş organization of meetings for preparation of work program

Ş submission of work done to members of the High Council,

The names and positions of the staff assigned are listed below:

Name, Last Name :

Job Title

Fikri ÜST

Section Chief, General Directorate for Primary Education

Mehmet SEVER

Section Chief, General Directorate for Primary Education


Section Chief, General Directorate for Primary Education


Section Chief, General Directorate for Primary Education


Specialist, Research, Planning and Coordination Council (APK)


Section Chief, General Directorate for Pre-school Education


Section Chief, General Directorate for Apprenticeship and Non-formal Education

Fatma Nurhan BAYKAL

Section Chief, General Directorate for Foreign Relations

Members of the High Commission

The High Commission consists of the Department Heads from the relevant General Directorates. Its duties and responsibilities are:

Ş Reviewing the draft report forwarded by the Technical Commission.

Ş Reviewing and endorsing the final version of the report.

Names and positions of the staff assigned:

Name, Last Name : Job Title
Assoc. Dr. Ata TEZBASARAN Director General, Primary Education
Kamil ZENGIN Deputy Director General, Primary Education
Aydin PARLAK Department Head, Research, Planning and Coordination Council (APK)
Nahide YILMAZ Department Head, General Directorate for Pre-school Education
Osman AKKUS Department Head, General Directorate for Apprenticeship and Non-formal Education


There are independent projects comprising the education-for-all objectives and targets, and there are national and international organizations participating in these projects. Ministry of National Education is executing the basic education services. Described in this part are the investments made by the participating organizations and the private sector, within the framework of the Laws enacted and programs and projects organized under such main targets as expanding basic education and providing high quality education.

4.1. Pre-school Projects

"Early Childhood Development and Pre-school Education Project" has been placed under implementation through the 1991-1995-1996 transition program of cooperation between the Turkish Government and UNICEF, for the purposes of improving the children’s standards of living and for addressing "the principle of children priority".

The results described below have been achieved under this Project, in the way of expanding more economic and effective programs that would respond to the needs related to development of pre-school children and assure active participation of the family and community, and assure expansion and continuity of pre-school education.

Ş The Nursery Program for education of 0-36 months olds, the Kindergarten Program for education of the 37-60 months olds and the Pre-school Class Program for education of the 61-72 months olds have been prepared and placed under implementation at institutions of pre-school education, beginning with the academic year 1994-1995.

Ş Education video cassettes for the parents of 0-3, 3-5, and 5-7 age groups have been prepared and put in service, for the purpose of disseminating the activities in early childhood development and education throughout the society, via mass communication channels if necessary. These cassettes cover the following subjects of early childhood development:


Psycho-motor skills


Emotional characteristics

Social skills

linguistic skills

Sense of aesthetics and creativity

Ş The Multi-purpose Pre-school Education Center was established, in 1995, at the Kindergarten of Istanbul Büyükçekmece Municipality, with consulting support of the Pre-school Education Department of the Education Faculty at Marmara University, to serve the purposes of expanding pre-school education services and developing more economic models of targeting children and families. The Center pursues the following specific objectives:

In line with these objectives, a needs assessment survey was conducted by the Early Childhood Education Department of Marmara Univesity on 875 local residents, to lay the foundation for the work involved.

Accordingly, a toy manufacturing shop was built, geared to making low-cost toys out of scrap materials. A bus and a midi-bus donated to the Center were modified to serve as mobile pre-school classrooms, to provide these services to children who can not get institutional education.

This project has been prepared for the purposes of expanding pre-school education, increasing enrolment rates and assuring that children in the 5-6 age group who do not benefit from pre-school education services, and are being raised in disadvantaged environment and family conditions, can, after all, benefit free of charge from pre-school education services at the nearest locations to where they live.

The project was implemented in the academic years 1993 through 1996, providing free pre-school education to 41,628 children in 2,165 newly opened pre-school classes, employing 2,400 teachers.

13 programs of televised education (titled "Tomurcuklar") have been produced through cooperation between General Directorate for pre-school Education and General Directorate for Turkish Radio and Television, for the purposes of contributing to linguistic development in pre-school age group children, thus promoting better use of the Turkish language, and building awareness of patriotism in light of Atatürk’s reforms and principles. This program is on air through the public TV channels TRT1, TRT INT and TRT GAP, since October, 1998.

This project in effect provides pre-school distant education services to children and their parents who do not have access to institutional education in this area.

"The Multi-purpose Pre-school Education Research Project Center" was established in 1998 at Sevgi Kindergarten of Keçiören High school in Ankara, with consulting support from the Department of Child Development and Home Economics of the Vocational Education Faculty at Gazi Univesity, under the child Development and Education Project initiated in the framework of 1997-2000 MEB-UNICEF cooperation program. The purpose of the Center is to develop alternative models for targeting children and families more quickly and more economically.

Under the Project, a situation and needs assessment survey was undertaken, covering 1,850 families in neighborhoods representing three different socio-economic levels, determining education needs of children in the 0-6 age group and their families.

34 pre-school class teachers stationed at the primary education schools in Keçiören district of Ankara have received training from the faculty of the Department of Child Development and Home Economics at Ankara Univesity, through trainers’ education seminars. These teachers have then been assigned the task of providing education to the parents of the children in their own classes. This education activity is still continuing.

The Department of Child Development and Home Economics of Ankara Univesity implemented seminars in "Toy and Game Materials Production", covering 27 "technical teachers" at the primary education schools in Ankara-Keçiören district. These teachers volunteered to help enrich home environments for pre-school children and provide relevant guidance to pre-school education teachers and mothers in the community. As the result of this seminar, the technical teachers are cooperating with the pre-school education teachers in their school in developing and making toys out of scrap materials, thus providing an economic contribution to families with children in the pre-school age group. Also, "Child-to-Child Education Programs" have been prepared, now under implementation covering the 5th grade pupils of Ibn-i Sina Primary Education School, who have sisters or brothers in the pre-school age group. This particular school was selected due to its proximity to the project center.

4.2. Primary Education Projects

Introduction of primary education in the form of eight-year compulsory basic education in all regions of our country have been envisaged way back in the third five-year plan and onwards. This principle was accepted at the 15th National Education Council). With Law No: 4306 having rendered primary education compulsory in the form of continuous eight year education, transition was made to countrywide implementation.

After the enactment of this law "The Basic Education Program" was initiated. Also introduced was "the Contemporary Education Project 2000", to help assure achievement of primary education objectives. Many other projects were also initiated and their continuity was assured. Private organizations also contributed in means of investment.

The Basic Education Program involves a wide spectrum of activities aimed at increasing coverage and quality of primary education, increasing public interest in primary education and bringing the primary education schools up to becoming learning centers for their community. The fundamental targets of the Basic Education Program can be summarized as follows:

  1. Expanding the eight-year continuous primary education.
  2. Increasing quality of primary education.
  3. Rendering the system efficient.

Activities to Be Carried Out Under the Basic Education Program

These activities can be summarized as follows:

  1. Installing computer laboratories at all primary schools.
  2. Assuring that all teachers and inspectors of primary education become computer-literate and training them in subjects of computer-aided education.
  3. Training of 18,000 computer training teachers.
  4. Constructing school buildings for 3,500,000 new pupils countrywide.
  5. Realizing rehabilitation of 35,000 existing basic education schools in rural areas.
  6. Assuring continuous in-service training of teachers, inspectors and managers.
  7. Appointing 1,500 new inspectors.
  8. Providing free textbooks to children of indigent families.
  9. Monitoring and evaluating the social impact of the program.

The Activities That Are Being Carried Out Under the Basic Education Program.

Under TEP (Basic Education Program), the Education Unit carries out the work related to providing educational material to rural schools and pupils from indigent families, as well as in-service training of teachers, inspectors and managers.

The purpose of the effort that is coordinated by the Education Unit for providing educational material to 30,700 rural schools, is to help "increase the quality of education" -- one of the targets of the Basic Education Program.

The education materials to be provided have been prepared in six packages:

  1. School-oriented education materials
  2. Central primary education schools libraries
  3. Village schools class libraries
  4. Pupils’ source books
  5. Stationary for schools administrations
  6. Materials for pupils

Through coordinated work, General Directorate for Primary Education and the Education Unit have sent needs assessment forms, related to the aforementioned education materials, to 80 provinces. These forms shall be filled out along the lines of the needs of Rural Primary Education Schools and Rural Bussing Central Primary Schools, and forwarded to General Directorate for Primary Education by March 22, 1999. Also planned is a campaign activity to generate donations of materials for pupils. Negotiations on this subject are going on, with the public agencies that have shown interest.

Another activity the Education Unit is carrying out relates to in-service training under the Basic Education Program. An in-service training seminar has been planned in this area to render 2,856 primary education inspectors computer-literate. The timing of this activity at specific locations has been left up to the provinces, and the relevant communication of programs and lists relevant to the completion of the program by the end of April, are forwarded to the Department of In-service Training.

In addition, again through the coordinated studies of General Directorate for Primary Education and the Education Unit; program preparation activities are continuing in connection with the Instruction Materials Users’ Guide Course, covering Teachers’ Guide Books and pupils’ workbooks.

Finance of Basic Education Program

While keeping up with the plans for the target achievement of Basic Education Program, the studies on financial sources have also been made. The required finance for achieving the target is fixed as $ 11.7 billion. However, as the profits, contributes and fees born from Law No.4306 did not meet the requirement, application for World Bank Credit became essential.

The duration of compulsory primary education having been extended to eight years in order to realize compliance with the national education line, the "Contemporary Education 2000 Project" has been put into effect along with Law No: 4306.

The following fundamental principles have been adopted with this Project, to be realized by the academic year 2000-2001:

  1. Terminating the "two-shift" mode of educationj which is currently in practice in some schools in large cities.
  2. Gradually decreasing class sizes down to 30 by the year 2000.
  3. In areas where climate and transportation status is favorable and security problems do not exist, bussing the pupils from small settlements to centrally located schools, (where lunch would be provided), thereby assuring a better quality of education for these pupils.
  4. For the pupils from small settlements in areas where climate or transportation is not favorable, providing education opportunities at Regional Primary Education Boarding Schools (YIBO) and Primary Schools with Pension (PIO), with the State covering for all expenses.
  5. Eliminating the practice of multi-grade education gradually by expanding YIBO and PIO alongside bussing.
  6. Providing clothing, bags, books and notebooks to pupils with insufficient financial means.
  7. Complementing formal education through the methods of distant education.
  8. Installing computer laboratories at primary education schools, using these laboratories for Computer Aided Education (CAE).
  9. Providing the means to our children to learn at least one foreign language at the level of primary education.
  10. Equipping the schools in line with contemporary requirements.
  11. Satisfying the most crucial fact for becoming a "learning society", that is, raising "individuals who learn and question ways of learning", through a rational and scientific approach.
  12. Putting in place the physical infrastructure that would assure the physical development of our children, along with the development of their mental abilities.
  13. Providing Distant Education opportunities to all primary school graduates who are older than the compulsory education age group and wish to complete their eight-year primary education.

This Project was started in the academic year 1995-1999 at 10 primary education schools in seven provinces, through cooperation with WHO, European Council, EU Commission and Ministry of Health. The purpose of the Project is to teach our children the healthy way of life and have them gain the knowledge and attitudes towards it, sensitize them to health risks, develop their decision making abilities in connection with their own health, and help them develop better personalities.

At the beginning of the academic year 1998-1999, the number of schools under the Project was increased to 25 by adding 15 primary education schools from 15 provinces.

The Social Assistance project was put under implementation by our Ministry in the academic year 1997-1998 in order to help assure that the primary education targets would be achieved and the transition period would be completed as smoothly as possible, with minimum problems.

Through this project, school uniforms, textbooks and other education materials as well as lunch are provided to pupils in the bussing programs.

Staff from our Ministry headquarters have been dispatched to serve as trainer of trainers at the "Trainers’ Seminar for Implementing the Convention on Children’s Rights", held in Antalya. This seminar was included in the 1999-2000 joint work program of Government of Türkiye and UNICEF, for conveying the subject of children’s rights to pupils in formal and non-formal education programs in a healthy manner.

Work is in progress for putting this Project under implementation, jointly with ILO, under IPECL (International Program for Ending Child Labor).

Meetings and studies are going on in connection with the "National Road Security Project", covering the present situation and recommendations as regards traffic security education in our schools, under the "Road Improvement and Traffic Security Project", partly financed by a World Bank loan.

This Project has been initiated as pilots at 13 provincial governing body, with the Approval of the Office of the Minister (No:2220 of March 17,1999). The purpose of the Project, in accordance with the spirit of Law No: 4306, is to develop the knowledge and skills of the pupils at the primary education boarding and pension schools, having them gain a culture of technology, familiarizing them with occupations and preparing them for the next higher level of education as well as employment ("life").

The Project will be under implementation during the 1999 summer interim. Work is underway at the provinces for planning implementation.

The purpose of the project is to complete education and training within the classroom, for the first to third graders in primary education, thus assuring physical development of these children in a healthy manner. The Project was put under implementation as pilots at 42 primary education schools in 15 provinces in the academic year 1995-1996. In the academic year 1997-1998, the Project scope reached 1,875 schools in 66 provinces.

Implementation is expanding countrywide in the academic year of 1998-1999, at primary education schools with suitable class size and physical means.

The purpose of the Project is to prepare a teachers’ manual to guide the teachers in implementing pupil-centric approaches that make the pupils active in the teaching-learning environment.

UNICEF has allocated USD 28,943 to this Project under "Program and Manuals Development for In-Service Training of Inspectors and Teachers" in the 1999 MEB-UNICEF cooperation program.

With additional USD 4,400 transferred by MEB Fund for Development and Expansion of Apprenticeship and Vocational and Technical Education (from the "39/b" revenues under Law No: 3418), the project was put under implementation with at total budget of USD 33,343.

A protocol was signed with Burdur Education Faculty of Süleyman Demirel University for preparation of teachers’ manual.

The plans are that writing of the manual would be completed in June-July, 1999, and it would be introduced to teachers through the seminars in July-August 1999, and their views would be solicited.

4.3. Non-formal Education Projects

This Project was prepared as a permanent solution to the problem of illiteracy, while having the participants in the literacy development activities gain income-generating skills or occupations. The Project was put under implementation through comprehensive promotion activities in May 1997.

Project implementation councils have been formed at central, provincial and district levels to assure that project targets would be achieved by realizing information flow and multi-directional support. Participation of public, private, local and voluntary organizations was taken as the fundamental principle in forming these councils.

Securing support from NGOs has become a basic policy of our Ministry and we are continuing to expand our cooperative activities in this area.

An informative meeting was held with approximately 70 women’s voluntary organizations headquartered in Ankara, in order to help expand the Project’s coverage.

As a result of this meeting, "Courses for Raising Volunteer Literacy Trainers" were organized in order to make maximum use of the human resources born by these organizations. 168 voluntary trainers were trained in Ankara. These organizations contributed significantly to developing public awareness, attracting pupils and securing rooms for training activities.

A protocol between Mother-Child Education Foundation and our Ministry was signed for implementation of "Functional Literacy Programs for Adults", as an alternative program developed by the said foundation. Implementation of IYOPs began in 1995 and is continuing notably in Istanbul and also in Izmir and Gaziantep.

IYOPs are being implemented at Public Education Centers by volunteers who are at least high school graduates and have received the three week program of relevant training. 512 volunteers have been trained since 1995, and 9,024 adults participated in 624 IYOP courses.

SGE activities have been initiated through Government-UNICEF cooperation in order to facilitate sharing of information between all institutions and organizations for improving status of women and children in Türkiye, and assure that best practices reach down to target populations through fastest, most effective and most economic ways.

The Project aims to contribute to improving status of children through better services in health, education, nutrition, drinking water, sewerage and environmental protection. The approach taken in the Project for realizing improvement in these areas is to strengthen the existing communication sources and social infrastructure by training volunteers. The Project was initiated in 1995 as pilot implementations in the provinces of Antalya, Karaman and Nigde, with favorable results.

The Project is currently being implemented in the provinces of Van and Yozgat in cooperation with UNICEF.

Two separate projects were undertaken through cooperation between our Ministry and ILO under IPEC. Activities under these projects aim at increasing sensitivity to the problem of child labor on the part of the administrators and teachers at the apprenticeship training centers.


Cooperation between ILO and our Ministry’s General Directorate for Apprenticeship and Non-formal Education in the area of improving the status of children at work began in 1995.

Under a protocol of cooperation signed with ILO on May 22, 1999, seminars were organized on the problem of child labor, involving 26 motor instructors at the apprenticeship training centers in Istanbul. Also, research was conducted with the participation of the same teachers. The research report was duplicated in the form of a book and distributed to relevant parties.


With favorable results having come out of the cooperation through Project-I, a new protocol of cooperation was signed by our Ministry and ILO on April 12, 1999. Cooperation under the new protocol provides for raising awareness of children’s rights on the part of the administrators and teachers at the apprenticeship training centers and also on the part of the foremen, trainer foremen, and employers involved in on-the-job training of apprentices.

The project activities involve education and social activities aimed at increasing sensitivity towards the subject of protecting children’s rights, on the part of children, employers and foremen.

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