CONFERENCE REPORT

International Language Education

Conference was held on 11-13 June

2014, in Istanbul. It was also the

official opening ceremony of the

project.

The conference was organised by the

Technical Assistance for Increasing

Primary School Attendance Rate of

Children project funded by the

Government of Turkey and

European Union.

Attended by Honourable Nabi Avcı,

the Minister of National Education,

Ms Funda Kocabıyık, Director

General of Basic Education, senior

officials of the Ministry,

representatives of the European

Union Delegation in Turkey, CFCU,

Ministry staff from a number of

provinces and a number of high level

speakers on a range of topics,

including language teaching and

learning.

The following pages provide further

details about the conference, topics

discussed, issues raised and follow

up action needed to be taken by

concerned partners.

Author: Ahmet Özırmak

BACKGROUND:

Over the past decade or so, the Ministry of National Education

has been taking initiatives on many fronts. Some of the key steps

have been towards improving the quality of education through a

revised system known as 4+4+4, modern and updated curricula,

increasing schooling rates, improving teacher education,

producing and extensively using new teaching and learning

materials and above all, making education accessible to

everyone.

As part of its efforts towards the attainment of the broad goals

listed above, the Ministry has developed many pilot projects for

replication and implemented them with financial assistance from

international funding agencies such as the European Union, the

UN and others as well as through its own resources.

One such project being implemented currently is the “Technical

Assistance for Increasing Primary School Attendance Rate of

Children”, initiated in October 2013 by the General Directorate

for Basic Education and to be implemented until October 2015,

with co-financing of the European Union and Republic of Turkey.

The Project aims to increase the attendance rates in primary

education which covers the first 8 years of the 12-year

compulsory education in Turkey.

In this context, it will decrease the non-attendance rates in

primary and middle schools through developing appropriate

measures and interventions and formulating proposals for

revising the present legislation so as to provide a legal basis for

the new interventions if need be, identifying risk groups and

running interventions suitable for these groups. One of the

components of the project is to improve the basic language skills

of students who do not have sufficient language skills at primary

and lower secondary education level. As one of the first concrete

steps in this regard is organizing an international conference on

language education, bringing together all stakeholders, national

and international academics.

THE PURPOSE OF THE CONFERENCE:

The purpose of the conference was to initiate a national strategy for

language learning, to take steps for designing and development of a

national strategy that will enrich the lives of students and teachers and

make learning more beneficial and enjoyable.

This conference provided ample opportunities for participants- planners,

language experts, teachers, inspectors as well as counselling and guidance

teachers to discuss basic issues regarding language education and

facilitated exchange of knowledge and experience.

HOW THE CONFERENCE WAS CONDUCTED:

The conference started on 11 June 2014 with opening statements and

presentations by key speakers. It was organised around three main

categories, namely, teaching Turkish, teaching Turkish as a second

language and teaching a foreign language. During the conference, panels

were held on each topic and these panels were followed by workshops

whereby, teachers, academics and MoNE staff discussed the

implementations in the field. Following discussions of these topics in

plenary sessions, working groups were organised to discuss them further.

These categories were examined under three main topics. These were

curriculum development, teacher training and testing and assessment.

Three group were asked to focus on (a) curriculum development, (b) teacher

education and (c) testing and assessment under each of the three

conference themes, that is i) Turkish as mother tongue, ii) Turkish as a

second language and iii) foreign languages. The groups were tasked to

assess the current challenges regarding the topics in focus (a, b, & c above)

and formulate recommendations to improve and bring about changes in the

current practices as appropriate.

In the following pages we have summarised the key points made by the

speakers of the conference. The full presentations are provided in annexes.

The conference ended with closing speeches on the third day.

Conference speakers and the important messages they

conveyed:

Hon. Nabi Avci, Minister of National Education

- Hon. Nabi Avcı expressed his thanks on behalf of his Ministry for the support of

the EU and the organisers for this important conference. He said that the

discussions in the conference would provide a solid ground on which to formulate

a national strategy for language education. During his speech, the Hon. Minister

made the following points

Main points:

- Despite developments in a whole range of areas in the education sector,

authorities continue to face challenges in keeping children at school

- It is our responsibility as the Ministry to eradicate problems in the school

environment and keep children in school

- Ministries of education need to be proactive and have the ability to keep up with

technological developments and guide students to be ready for future challenges

and have the skills to be competitive

- Language ability is one of the key ingredients for success both in school and in

an increasingly competitive world

- Increasing and enhancing language education is among our Ministry’s key

policies

Ms Funda Kocabıyık, Director General, Basic Education, MoNE

- Ms. Kocabıyık started her words by expressing that “Education is a right, not a

privilege” . She added that this being a fact, provision of quality education our

priority has to be the priority of the Ministry.

- She then made the following points|The Ministry of National Education takes

pride in the fact that we have reached almost 100 percent enrolment rate in

primary school, so the problem of access to education has been successfully

addressed.

- By 2020, MoNE hopes to reduce the rate of early school leaving from school to

below 10%

- MoNE recognizes that having laws in place does not guarantee children to stay

at school,

- The Ministry must do more- this is why we are developing a robust student

monitoring module, planning to expand language learning practice and develop

methods and resources

- MoNE looks forward to ideas and decisions to address issues that negatively

affect language education- Turkish, teaching of a second language and teaching

of foreign languages.

- Expressed her thanks in advance for the support of all participants and wished

everyone a successful conference.

Mr. Javier Menendez Bonilla- First Officer, EU Delegation to Turkey

Mr. Bonilla

expressed his

pleasure to be at

the conference

and congratulated

the Hon. Minister

and his ministry for

organising such a

large gathering of

experts and

concerned parties

on a topic of

immediate

relevance and

importance to the

EU- early school leaving (ESL) and the challenge of curbing school drop outs.

Mr Bonilla then made the following points:

European education and training systems lose hundreds of thousands of young

people each year, who are then equipped with inadequate skills for later life.

Reducing early school leaving rate to less than 10% by 2020 is a headline target

for achieving a number of key objectives in the Europe 2020 strategy and one of

the five benchmarks of the strategic framework for European cooperation in

education and training (ET 2020).

ESL rate is around 37.5% in 2013 (Eurostat) for Turkey (11,9% for EU 28); in

this regard, the extension of compulsory education to 12 years can be a very

important development for Turkey to decrease this figure below EU target for

2020 within a few years.

Despite the fact that the enrolment rates are quite high in Turkey, an important

matter to be closely followed is to monitor attendance rates at the primary and

lower secondary schools.

There is no proper follow-up for absenteeism; therefore, a continued effort to

increase attendance at all levels, especially for girls, remains an important

challenge on top of effective intervention strategies to reduce drop outs.

Due to language barriers, millions of children worldwide are still not attending or

drop-out of school.

Mr. Bonilla then provided details of EU supported projects on education over the

past decade or so, emphasizing once again the importance of the conference and

the project supporting this activity. He said that EU will continue support the efforts

of Turkey in this regard during the incoming IPA II Period.

He also said that he believes the CEFRL (Common European Framework of

Reference for Languages: Learning, Teaching, and Assessment which act as a

guide for language performance standards will be an important guide in forming the

National Strategy in Turkey. He wished everyone a productive conference.

Summary of message from other speakers:

Professor John O’DWYER / - CEFR (Common European Framework of Reference

for Languages: Learning, Teaching, Assessment) (Keynote Speech)

Introduced the Common European Framework of Reference for Languages and

explained its purpose and its relevance to the efforts towards a language

education strategy in Turkey.

Assoc. Prof. Dr. Eyyup COŞKUN - Turkish Language:

Spoke briefly about the positive aspects of the Turkish language curriculum in

schools but also identified a total of nine interrelated problems/shortcomings about

teaching Turkish. He also provided a total of 15 solutions, including wider selection

of themes, less homework and less concentration on grammar.

Assoc. Prof. Dr. Özay KARADAĞ- Second Language:

Spoke about curriculum development in teaching Turkish as a second language and

summarised the present situation by pointing out the absence of a complete and

qualified curriculum prepared for teaching Turkish as a second language.

Prof. Karadağ also explained that present teaching activities are made by adapting

teaching materials and programs prepared for teaching English into teaching

Turkish as a second language.

He said the solution is a Curriculum based on “Common European Framework of

reference for Languages for Teaching Turkish and suggested that a needs analysis

be done in order to prepare this curriculum.

Prof. Aydan ERSÖZ - Foreign Language:

Prof. Ersöz described what curriculum entails, what language is and how and why

we use language. He drew a comparison between the model of foreign language

teaching and learning recommended by CEFRL and the current practice in Turkey.

The key message in his presentation is that there is too much focus on teaching but

not enough on learning or learners (physical conditions, teacher behavior, learner

motivation, learner autonomy, etc.) and suggested that CEFRL framework be used

and curriculum as well as the approach be changed for more effective foreign

language teaching.

DISCUSSIONS OF WORKING GROUPS-:

Curriculum development:

TURKISH TEACHING WORKING GROUP

Members of the Turkish Teaching WG have agreed that any kind of program, plan

and materials designed for this purpose should include the following:

Improving effective and correct use of Turkish (speaking and writing) and self-expression skills,

Providing standard Turkish skills,

Improving vocabulary,

Providing basic skills such as communication or problem solving,

Improving critical reading and understanding skills,

Improving creative writing skills,

Eloquent use of Turkish and teaching literary language use.

Based on above points, the Turkish education program or plan should be focus on

the following:

Reading, speaking, writing and presentation skills and gains that they may relate to life

Instead of creating a new program, the program under implementation for the past 10 years should be revised and updated to overcome deficiencies of the existing program

Need for updating/changing programs in line with the 4+4+4 education system

Preparing Turkish language programs at basic and secondary level in a way to be complementary for each other

A special program should be prepared for the first year of primary education

Visual reading and presentation skills should be reviewed under 4 basic language skills

Benefits from the program should be brief, general and effective as much as possible

Additional directives and explanations must be included to describe what is to be gained from the language program/plan.

Comments and recommendations on the contents of selected textbooks required for Turkish teaching program are as follows:

Some exercises and activities within the textbooks decrease teacher and student motivation due to repetitions,

Teacher guides prevents creativity of teachers and lead to ordinary (dull) teaching within the class,

There are too many exercises in textbooks and they cannot all be done due to time limits),

Texts in textbooks are long and contents are not appropriate for regional realities,

Negative impact of insufficient use of listening and speaking skills (focusing on reading and not comprehending due to exam anxiety),

Texts are not designed for improving reading habits of children and skills of selecting books for free time reading,

Other than these general issues, comments were made regarding grammar

teaching, teaching methodologies, problems that occur during transfer from basic to

secondary education level, testing and evaluation, initial reading and writing

education, and the importance of taking into account deficiencies faced in extending

language education starting from preschool education level during program

development process. Additional points discussed include positive and negative

features of writing in italics.

TURKISH AS A SECOND LANGUAGE/BI-LINGUALISM WORKING GROUP

Turkish as a second language and bilingualism WG, has firstly identified related

problems and then proposed possible solutions.

Problems and Recommendations for addressing these problems are summarized as

follows:

There are no courses on this subject in the classroom, in preschools and Turkish

teaching departments of universities, courses specifically for improving listening

and speaking skills should be included in preschool education programs.

Language levels of children should be assessed annually and different programs

should be developed for different language competencies. Language

competencies and vocabulary levels should be according to grades.

Different teaching methods such as drama and role plays should be used for

improving speaking and listening skills.

The fact that preschool education is not compulsory affects learning of Turkish

adversely. For this reason, teaching of Turkish as a second language should

start at the pre-school level.

For students who started the school late, a different Turkish teaching program or

a supplementary program should be applied.

Children should not be allowed to go on to an upper grade without learning

Turkish and reading-writing.

Training on child rearing and language training should be provided for parents in

public training centres.

Experienced teachers (with minimum of five years of experience) should be

assigned for language programs to be implemented.

FOREIGN LANGUAGE EDUCATION POGRAM WORKING GROUP

Group members evaluation of efforts for language education, discussed their

success and failures and agreed that desired changes in attitudes could not be

achieved and the language is not used effectively (for example using language

effectively to buy bread from a bakery, to reserve a room at a hotel, to order a meal

at a restaurant).

WG reviewed the objectives of foreign language education and agreed that

language programs should have the following objectives:

Directing human relations consciously;

Developing children’s problem solving skills for possible communication problems;

Eliminating unnecessary discussions and waste of time;

Providing essential skills for communication methods and techniques;

Setting targets for success in business life;

Developing necessary skills for reaching targets in a decisive and conscious way;

Ensuring positive impact of communication on business.

Comments and recommendations of participants in this regard are as follows:

Time allotted to language teaching is inadequate. Language tests are held during language classes and the use of foreign language for exercises render language education ineffective.

Training is provided to graduating teachers but the length of training is not long enough as it is not possible to train teachers;

Language learning is a cultural transfer and this culture should be provided to students;

Teaching problems of teachers and learning problems of students should be discussed and possible solutions formulated to increase their motivation. A number of activities, awarding and methods to motivate students should be developed for making language learning more attractive;

Foreign language teaching should start at the preschool level;

Overseas education should be provided for teachers and prospective teachers;

The system tries to teach the four basic skills (speaking, reading, writing and listening/understanding) separately. This is not effective. However, these skills should be taught together in the language classes and development of writing skills should be emphasised;

The foreign language levels of the teachers are insufficient. Educational institutions should be established for the improvement of the teacher qualifications within the Ministry of the National Education and “continuing education” of teachers should be ensured;

Materials for the use of teachers should be provided on the web pages of the Ministry of the National Education;

Weekly course hours of foreign language lessons are inadequate. Also, carrying out the exams of mutual courses in the foreign language lesson, choosing foreign language lesson for events makes this course unproductive;

The Ministry of the National Education should establish self-education centres and lifelong learning centres, and extend foreign language education;

The materials necessary for language education is very limited, some of them are not suitable for teaching/learning. New comprehensive materials should be developed and used effectively;

Language teaching & learning programs can be offered in public and private schools taking into account their infrastructure and facilities.

PLENARY SESSION ON LANGUAGE TESTING AND ASSESSMENT

Assoc. Prof. Dr. Ali GÖÇER – testing and evaluation in Turkish Language:

In his presentation on the Purpose, Importance and Functions of Testing and

Evaluation in Education, Associate Professor Göçer, spoke about the Place,

Importance and Functions of Testing and Evaluation in Education by providing

definitions and descriptions. He drew a comparison between the features of

traditional and new evaluation approaches that focus on result and process. His

presentation demonstrated that there is no “one fits all” evaluation and testing and

evaluation approaches vary according to need and expected results from these tests

and evaluations.

Assoc. Prof. Dr. Mehmet KURUDAYIOĞLU- Turkish Language:

Dr Kurudayıoğlu delivered a detailed PP presentation on Testing Tools and Methods

Used in Turkish Teaching as Mother Tongue. He presented details of types of tests,

what they are designed to assess and positive and negative aspects of these

assessment approaches. He summarized his recommendations with the following

points:

Instead of results:

Continuity of evaluation should be ensured,

Evaluation should be for Turkish language course goals and achievements

Evaluation should cover many skills

Language skills should be evaluated using different measurement tools

Both individual and group evaluations should take place

Evaluation should focus on both the product and the process

Self evaluation and peer evaluation should get enough coverage.

Assistant Prof. Ferhat ENSAR -Second Language:

In his presentation titled “Latest Development in the theory of bilingualism and the

conceptual problems”, Assistant Professor Ensar spoke extensively about the

concept of bilingualism and supported his presentation with linguistic theories by

referring to many academic studies on the subject.

The key message of this session is that there are approaches that cover nature and

nurture along with the child’s efforts to learn a second language- as we learn about

human brain, we develop new ideas about the role of the brain in language learning,

we need to consider all of these when we are talking about language learning.

Professor Stephen Bax- Classroom based assessment:

Professor Bax spoke about the shortcomings of classroom based assessment

(CBA) by pointing out the reasons for this ineffective method. He said CBA is:

• Teacher work alone

• Assessment is occasional, not frequent

• Assessment not linked to any syllabus

• Impermanent

• Unplanned

In order to make classroom based assessment more effective, Prof. Bax suggests

that assessment should be:

Varied (by the use of different tools for assessment)

Ongoing (portfolios, mark sheets, institutional arrangements)

Integrated (with syllabus, teaching and learning, school programmes etc.)

Collaborative (staff teams, sharing of observations etc.)

Evidenced (mark sheets, portfolios)

Systematic (planned by teachers, schools etc.)

WORKING GROUPS ON LANGUAGE TESTING AND ASSESSMENT

TURKISH TEACHING – TESTING & ASSESSMENT WORKING GROUP

This group discussed the issues regarding testing and evaluation in Turkish

teaching and summarized the solution offer as follows:

As failing in classes in primary school was ruled out, testing and evaluation practices in grades from one to four should be revised. In this context, a review of teacher training approaches should be carried out.

There are no standard measures in the testing and evaluation of basic language skills. Standards about language skills should be determined according to class levels, and measures should be taken to prevent students who cannot reach desired standards from passing class.

It is observed that instruments such as forms, charts etc. which are based on marking and filling are not really efficient. Instead of these, some basic objectives should be set and testing and evaluation practices focused on skill should be carried out in line with this.

It is very important that each skill is assessed by the teacher during a period and feedback provided focused on skills.

There are problems about the timing of the Transition from Primary to Secondary exams (TEOG). Students tend to think that the school year is over after the exam and this negatively affects the further subjects to be taught productively. Moreover, with the Transition from Primary to Secondary exam, teachers feel under pressure while giving grades because they fear that the grades may negatively reflect the condition/level of their students when compared with other schools.

There are problems regarding the self-development of teachers. Teachers should act responsibly about professional development. The principals also have a carefree approach to staff development activities.

There are deficiencies in establishing writing diaries for improvement of language skills.

When the course load of teachers and classroom sizes are taken into account, many expectations from teachers cannot be met. This situation is also valid for the studies of testing and evaluation.

Although there are some objectives regarding the level of analysis and synthesis, studies for improving these skills are not carried out often.

Curriculum changes frequently; this situation negatively affects educational studies. There are problems about grading while assessing performance tasks and project assignments.

It is difficult teaching students interpretation skills. Students usually just write down the information they were given on exam papers.

Although the performance tasks should be carried out in classrooms, teachers give these as homework. In project assignments, not only the product but also the process should be assessed and graded.

Testing and assessment should be carried out in every stage of Turkish lessons.

Homework that is doable and appropriate should be given to students. Inputs as well as outputs should be well defined and the target for expected achievement should be set by students themselves.

Assistant teachers (or teacher aides) should be employed along with classroom/form teachers in primary schools. Classroom teachers may undertake all the work load without the need to an assistance teacher if the classroom sizes are decreased.

In-service training provided to teachers on testing and evaluation should be substantially revised and restructured.

The Ministry sometimes has problems about receiving reliable information from the provinces. Teachers are not attentive to completing surveys/feedback.

As the existing system is result-oriented, there are problems regarding the evaluation of the process. Exams through which all language skills can be assessed should be conducted. If speaking, listening skills are not assessed through exams, teaching of these skills seems impossible.

The problem is caused neither by curriculum nor students; the actual problem is caused by teachers. Teachers should be trained on testing and evaluation approaches.

SECOND LANGUAGE TEACHING WORKING GROUP

Opinions and recommendations of the participants on testing and evaluation of a

second language are summarize as follows:

In the preschool period, assessment tools should be developed especially for

children who learn their native language Turkish. The assessment tools for

children who learn Turkish as a second language should be prepared afterwards.

Testing and evaluation methods should be developed that can be used in playing

environments.

Assessment tools that enable children’s abilities to express themselves should

be used.

Visual elements should be used in the assessment tools in the preschool period.

Parents should be included in the testing and evaluation processes.

Testing and evaluation studies should be carried out by correlating between

mother tongue and native language. A comparative language education should

be carried out.

Teaching of a language, shouldn’t be done by using another language.

Level of Turkish for preschool children should be established before teaching

starts.

Language teaching shouldn’t be carried out via translation method.

Teachers should be trained on the benefits and results testing and evaluation to

the educational environment. Testing and evaluation shouldn’t be considered as

the objective.

Teachers should be made aware of literature available on testing and evaluation.

The emphasis should be put on the assessment methods that determine the

level of skills. Assessment tools should be developed according to the learning

outputs in the program. Rubric-type assessment tools should be used.

The exercise called “mind games” (guessing game) should be used in preschool

education (speaking education through games). The same exercise should also

be used in higher level classes.

Assessment tools determined by ELP (European Language Portfolio) should be

utilized and language laboratories should be established.

Special assessment materials should be prepared for the use of teachers.

School principals should also be included in the testing and evaluation process.

The hardware and physical conditions of schools should be regulated. This

process affects the testing and evaluation process to a great extent.

TESTING AND EVALUATION IN FOREIGN LANGUAGES

The working group for testing and evaluation in foreign languages considered

assessment and evaluation in terms of the assessment of listening, reading,

speaking and writing skills. The participants discussed the difficulties in testing and

evaluation by giving examples from languages such as English, German, Arabic and

Italian. The difficulties and recommended solutions are summarized below:

there aren’t any activities for listening. Listening activities are not carried out at

all.

some schools have every kind of facility but there are only 2 course hours a

week. It’s not possible to teach and test these skills in this time. Also it is not

possible to test each skill separately.

The listening parts in the books don’t include pre-listening, listening and after

listening activities. There are only activities such as listening and pronunciation.

There aren’t any books provided by the Ministry for these activities.

In addition to the exam system, project based education should also be

reviewed. In classrooms with 35-36 students, integrated learning becomes

problematic. The subjects should be separately dealt with in primary, secondary

and high schools.

SPEAKING:

Speaking cannot be assessed via writing exams.

The website of Cambridge is beneficial as a resource for speaking. In the web

site, the steps of conducting an oral exam and its content are explained. In this

website, there is also information on visual interpretation, for example how to

compare two pictures.

In the U.S.A. public speaking lessons are provided. These lessons will be

efficient if provided by 2nd and 3rd grade Foreign Language teachers along with

Social Sciences and Turkish teachers.

The two basic elements of learning should be provided to students: Necessity

and curiosity/interest. Teachers should raise the awareness of students in these

subjects by being creative.

Instead of handling each skill separately, a holistic approach would be more

accurate. In both assessment and teaching, an approach covering these four

skills is more appropriate.

READING

Reading is easy but understanding is a real issue. In reading exams use of logic

is required. However, it shouldn’t be necessary.

The level of the student’s reading skills is very important. One or two additional

words by teachers that students do not know and yet teachers try to emphasize

that it is not important to understand all words but the text as a whole.

WRITING

It is necessary to introduce the writing styles in exams to students. Students

should learn to write in those styles. Students should pre-evaluate themselves so

that the writing becomes beneficial to them.

Students should be assisted to prepare for exams so that they are able to

respond to questions appropriately.

GENERAL COMMENTS:

Most common elements of the exams in our country are grammar and

vocabulary. These fields are easy for preparing questions and assessment. For

the implementation of the changes in curriculum, their permanency and

achievement of the intended objectives, it would be beneficial if the Ministry of

Education requires teachers to include the 7 areas significant in language

education (speaking, listening, reading, writing, grammar, vocabulary, and

pronunciation) to midterm and final exams and notify them about this expectation

in written. This will be an incentive for the change of traditional education and

exams based on grammar and vocabulary.

Teachers should be informed about “classroom progress tests” and improve their

question preparing skills for their classes.

In order to ensure the exams which include 7 areas and “production items” to be

carried out properly, the Ministry of Education should inform teachers through in-

service training, about testing progress in classroom require samples from the

exams of teachers and review these exams to see student success ratios. This

will bring accountability of teachers into education.

PLENARY ON TRAINING OF LANGUAGE TEACHERS

Assoc. Prof. Halit KARATAY- teacher training:

Prof. Karatay presented a very interesting historical account of Turkish language

teaching all the bay back from the Ottoman era to the present day.

His conclusion was:

Achieving desired levels of success in the field of Turkish language education

and training will be possible through high quality programmes. This requires

continuous monitoring, renewal and improvement through remedying

deficiencies of Turkish language programmes implemented in primary schools

Insufficiency of field knowledge, professional knowledge and general knowledge

on the part of teachers, the implementers of the programme, prevents success in

education and training process

Pre-service training is an important period for teachers to gain competences.

Therefore, Turkish language teacher training programme should be improved in

parallel to arising needs.

Prof. Dr. Abdurrahman GÜZEL- Teaching Turkish as a Second Language:

Professor Güzel spoke about the importance of teachers and their experience. The

experience of teachers must be respected, not only in teaching of languages but

teaching of any subject.

Regarding the teaching of Turkish as a second language, he said that there is no

independent undergraduate programme for teaching Turkish as a foreign language

and the few postgraduate programmes in this field differ from each other in terms of

content and scope. He also feels that In-service programmes for teachers assigned

by the Ministry to teach Turkish abroad are inadequate and institutions providing

services in this field lack cooperation and coordination.

Professor also provided details of progress being made and challenges in teaching

of Turkish as a second language. He stressed the importance of including such

courses in the programmes of Turkish Language Education Departments.

He said Academics who are not experts in the field and who teach this course fail to

move from theory to practice and that is why there is need for ‘Division of Teaching

Turkish as a Foreign Language’ under Turkish Language Education Departments.

He spoke about the collective efforts since 1986, for the establishment of ‘Division of

Basic Turkish Language Education and Division of Turkish Language Education for

Foreigners’ within the Ministry of National Education and CoHE but no progress so

far.

It is crucial to train Turkish language teachers who are well-versed in the finer points

of Turkish language; modern language teaching approaches, methods and

techniques; planning language teaching for target audiences and who have very

good command of the methodology of teaching Turkish as a foreign language.

Professor Güzel also provided the following recommendations:

In addition to ‘Division of Basic Turkish Language Teaching’ and ‘Division of

Turkish Language Teaching’, there need to be ‘Divisions of Teaching Turkish

Language to Foreigners’ in Turkish Language Education Departments.

Inıtiatives under the supervision of CoHE should be launched as soon as

possible and ‘Divisions of Teaching Turkish as a Foreign Language’ should be

established under Turkish Language Education Departments of Education

Faculties.

Turkish language teachers graduated from these divisions can both work as

teachers under the Ministry of National Education and as experts of ‘Teaching

Turkish as a Second Language’ our country sorely needs at home and abroad.

Professor Kay Livingston- language policy and challenges for teachers:

Assoc. Professor Livingston spoke about the experience of University of Glasgow

and shared the findings in a report dealing with language policy. She spoke

extensively about the importance of teacher skills and competence. She said that

teachers as learners are:

Constructive as teachers actively construct their knowledge and skills,

Self-regulated with teachers actively engaged in using strategies to learn,

Situated and best understood and applied in a context rather than abstract

Collaborative not a solo activity.

In this context, she asserted:

Understanding of professional development needs to extend beyond courses, seminars, workshops and events that are planned for and delivered to teachers.

Teachers’ professional development more closely aligned with their own professional learning needs and the needs of their pupils

Professor also recommended that:

Starting point should be identifying where pupils are in their learning (Assessment of learning)

Teaching content should be adjusted according to the level of content or pedagogical approaches (Connecting teaching decisions to pupils’ learning)

What has been learned should be evaluated so as to see the Impact of teaching on learners.

Teacher education:

TEACHER TRAINING WORKING GROUPS

Turkish language teaching

The working group discussed the problems in Turkish teaching, and agreed that the

problems are caused by the shortcomings in language education in preschool and

primary education, as well as in teacher training and Turkish not being the language

in use within the family. In summary, the group suggested the following solutions to

overcome these problems:

Additional courses on Turkish language education should be added to

undergraduate programs of Preschool and Classroom Teaching (especially for

teaching Turkish to students who are old enough to go to school but don’t know

Turkish).

Training programs about Turkish language education should be organized for

parents in East and Southeast Anatolia Regions.

As in every profession, there should be particular standards in the teaching

profession. These standards should be taken into account in the selection of

prospective teachers.

It will be beneficial to make a-year-long working period in village schools

obligatory for especially classroom teachers before they are appointed by the

Ministry of Education.

There are major problems in internship studies of Pedagogical Formation

education programs (attendance, approach of instructors, school principals and

school counsellors etc.)

It is beneficial for school counsellors to be informed about School Experience

and Teaching Practice lessons.

During the undergraduate education, students should be given homework based

on research. It is considered that these kinds of studies will contribute to the

development of prospective teachers.

Course contents for Turkish language education in Classroom Teaching

undergraduate curriculum should be enriched. Moreover, it is really important to

enrich the practicing of these courses and ensure the competence of prospective

teachers.

“Elocution” classes should be mandatory lessons in Turkish Teaching

Departments. Furthermore, along with Verbal Lecture and Speaking Education

lessons, the practices, trainings for improving the speaking skills of prospective

teachers contributes to their development.

It is considered that it would be beneficial if the teacher education programs for

prospective teachers are started from the high school.

In-service training:

Preparing in-service training programs interactively is significant for the

participant to benefit from the training provided. The trainings/education should

be provided by experts in particular fields. The issues to be discussed should be

practical rather than academic/bookish.

“Good Examples in Education” meetings should be organized by MoNE

It is really important to determine the needs of teachers and share good

examples with them.

While the content of candidate teacher education programs in the first year of

teaching is planned, it is also important to share the information regarding the

socio-economic structure of the working environment with teachers. The

teachers should receive training in a way to acknowledge their work

environment.

Working Group on Teaching Turkish as a Secondary Language

The issues discussed in this group are summarized as follows:

The languages spoken in the region (where teachers are likely to work) may be

included into teacher education programs of universities. Moreover, Turkish

language teaching lessons should be included for non-Turkish speaking in

preschool and classroom teaching departments.

Additional payments should be made for teachers working in disadvantaged

regions. Appropriate environments should be created so that the teachers can

stay in those regions for a long-term. Lessons shouldn’t be given by paid

teachers.

Teachers who know approaches, methods and techniques of language teaching

can help students to understand the four basic language skills which are

listening, reading, speaking and writing better.

Turkish as a second language teaching departments can be established and

teachers who graduate from these departments may contribute to in-service

training based on their knowledge of regional languages.

The lessons based on theory are important but practice is just as important. The

practicing period in teacher education should be longer starting from the first

year.

Turkish education departments and post graduate programs should be

established for bilinguals connected to Turkish departments.

Guides and support materials should be developed for teachers in the region.

The main field of classroom teachers is Turkish language teaching. The

curriculum should be reviewed and the number and length of the lessons for

Turkish language education should be increased.

Teachers shouldn’t use local dialects when teaching Turkish. They should

receive trainings for this purpose.

In-service education should be continuous and provided by experts in

cooperation with the universities within the National Education Academy.

Retired teachers may be given responsibility about internships and their

expenditures can be paid by the trading capital of education faculties.

Teacher training working group – foreign language education

The group focused on issues regarding foreign language education, identified the

following problems and made recommendations for the solution of these problems:

There are differences between the competencies of the graduates of Education

and Literature departments.

Everything is theoretical, not practical in in-service education. The selected

academicians are always from the same university. In-service educations should

focus on gaining practical experience.

The Ministry of Education should select the teacher candidates according to

particular set of criteria.

Priorities should be identified. Instead of including them directly in the training

program, the needs of teachers should be identified first. Peer education is

important so it should be extended.

There are deficiencies in German Practice Education in our universities.

Objectives and ideas of university programs are not clear. There is a German

department in Hakkari and the reason of its establishment is not known. The

infrastructure should be established first. There should be necessary funds and

support when a program is opened.

There aren’t any national policies on foreign language education. It’s not easy to

accept students other than English department to languages other than English.

A policy should be developed regarding teacher appointments and trainings.

Language classes are mandatory in Arabic Public Schools. The workers should

be rewarded. Teachers should take lessons from foreign lecturers. Arrangements

should be made for Post graduate studies. Teachers should be able to attend

post graduate and doctoral studies. Arabic materials should be written by native

speakers. Expert teachers should be assigned. The practice of sending teachers

abroad should be reviewed.

It is not enough to know the language to write a book in German. The fields of

study should also be acknowledged (such as Tourism). Furthermore, the costs

should be taken into account. International books have more quality prints.

Instead of foreign personnel, we should rely on our own resources.

CONCLUSION

By Professor John O’Dwyer

Professor O’Dwyer summed up the

need for and benefits of a National

strategy in the following way:

Learners will:

contribute to exchange and

peace, through better

understanding

be able to join the workforce

with higher levels of language skills

attain a higher level of competence as measured by international benchmarks;

see the relevance of language learning to their future lives;

remain in school

find language learning more effective and relevant to their lives

He highlighted the need for the national strategy to focus on:

learners to improve their learning ability

language teachers and provide the support they need

heads and principals of schools to carry out the needed changes in their schools

the methodology of teaching language to young children

new teachers and offer pre service training

identifying teacher as focal points who can sustain developments regarding

language teaching in schools

developing materials that provide guidance to teacher on techniques

an assessment system on language learning

conducting a baseline study on good practices on teaching learning an

assessment used in different regions.

The following reflects his view of the elements of a national strategy on languages:

Full text of Professor O’Dwyer’s concluding presentation is annexed (annex 12)

LIST OF ANNEXES

Key messages by the speakers on the technical and academic aspects of the

conference have been summarized earlier in the report. The following are the list of

presentations by the speakers at the conference. If the contents of (or part thereof)

any of the presentations to be used as reference or resource in any publication, the

authors of these presentations must be acknowledged.

Annex 1) Professor O’Dwyer’s presentation

Annex 2) Professor Coşkun’s presentation

Annex 3) Professor Ersöz’s presentation

Annex 4) Professor Karadağ’s presentation

Annex 5) Professor Karatay’s presentation

Annex 6) Professor Göçer’s presentation

Annex 7) Professor Kurudayıoğlu’s presetation

Annex 8) Professor Ensar’s presentation

Annex 9) Professor Güzel’s presentation

Annex 10) Professor Bax’s presentation

Annex 11) Professor Livingston’s presentation

Annex 12) Professor O’Dwyer’s concluding presentation

BIOs of speakers in order of their presentations:

Professor John O’DWYER

John O’Dwyer is the Director of Bilkent University School of English Language, an

institution of some 300 teaching and administrative staff. He also directs the İhsan

Doğramacı Foundation Primary and High Schools, both International Baccalaureate

World Schools. He is an Assistant Professor in the Bilkent University Graduate School

of Education where he teaches on the Masters in Management in Education. His

research interests include organisational development and learning, language testing

and evaluation, and in-service teacher education and professional learning.

Professor Eyyüp COŞKUN

He graduated from the Turkish Language and Literature Teaching Department of

Buca Faculty of Education in Dokuz Eylül University, in the year 1998. In the year

2002, he completed his post graduate degree with his thesis titled as “A Study on

Silent Reading Speed and Perception Levels of Second Year Students of High

Schools” and his doctorate degree in 2005 with his thesis titled as “Homogeneity,

Coherence and Textual Elements in Narrative Expressions of Primary Education

Students” at Gazi University. He worked as a research assistant in Gazi University

and Mustafa Kemal University from 1999 to 2007; whereas worked as an assistant

associate professor in Mustafa Kemal University from 2007 to 2011. He was awarded

with his associate of professorship in the field of Turkish Language Teaching in the

year 2011. He worked as the deputy principal of Social Sciences Institute, and as a

dean associate in the Faculty of Education. He is still working as a Department Head

of Faculty of Education and as a Dean Associate in Faculty of Communication in MKU.

Professor Aydan ERSÖZ

Prof. Dr. Aydan Ersöz retired from English Language Teaching Department of Faculty

of Education in Gazi University in 2006. Since then, she has been working as the

Head of INGED (ELEA-English Language Teaching Association) Board. She

conducts in-service training for the MONE, universities, private schools, English

Culture Missions and publishing houses and works as a training consultant.

He graduated from the Turkish Language and Literature Teaching Department of

Buca Faculty of Education in Dokuz Eylül University, in the year 1998. In the year

2002, he completed his post graduate degree with his thesis titled as “A Study on

Silent Reading Speed and Perception Levels of Second Year Students of High

Schools” and his doctorate degree in 2005 with his thesis titled as “Homogeneity,

Coherence and Textual Elements in Narrative Expressions of Primary Education

Students” at Gazi University. He worked as a research assistant in Gazi University

and Mustafa Kemal University from 1999 to 2007; whereas worked as an assistant

associate professor in Mustafa Kemal University from 2007 to 2011. He was awarded

with his associate of professorship in the field of Turkish Language Teaching in the

year 2011. He worked as the deputy principal of Social Sciences Institute, and as a

dean associate in the Faculty of Education. He is still working as a Department Head

of Faculty of Education and as a Dean Associate in Faculty of Communication in MKU.

Professor Özay KARADAĞ

Prof. Karadağ was born in Muğla in 1974. He graduated from Turkish Language and

Literature Department of Faculty of Science-Literature in Cumhuriyet University in

1995. In the same year, he started working as a Turkish Language teacher in Pülümür,

Tunceli. He became research assistant in Turkish Teaching Department of Faculty of

Education in Cumhuriyet University in 1998. He completed his postgraduate in

September 1999 from the Turkish Language and Literature of Social Sciences

Institute in Cumhuriyet University. In 2005, he completed his doctoral degree with this

thesis titled “A Study on the Word Stock of the First Level Students in Primary

Education” from Turkish Language Teaching Department of Educational Sciences

Institute in Gazi University. He became associate professor on January 2014. Prof.

Karadağ, who worked from 2006 to 2012 as an academician in Cumhuriyet University,

is still working in Turkish Language Teaching of Faculty of Education in Düzce

University. In addition to scientific articles and studies on New Turkish Linguistics and

Turkish Language Teaching, has also published children’s books.

Professor Halit KARATAY

After graduating from Gazi University, Department of Turkish Language and

Literature, he received his post graduate and doctorate degrees from Gazi University,

Department of Turkish Language Education. He worked as a Turkish Language

Teacher in Ankara. He served as a Research Assistant in Gazi University, Faculty of

Education and as Assistant Professor in Abant İzzet Baysal University. Since 2012,

he has been working as an Associate Professor in Abant İzzet Baysal University,

Faculty of Education, Department of Turkish Language Education. KARATAY has

good command of English and Arabic. He studies the fields of Turkish language

education, literacy and children’s literature.

Professor Ali GÖÇER

He completed his primary, lower secondary and upper secondary education in

Kayseri. Graduated from Erciyes University’s Faculty of Education, Department of

Primary Education and Faculty of Literature, Department of Turkish Language and

Literature. He worked as a classroom teacher in Adıyaman and as a Turkish language

teacher in Kayseri. During this time he participated in activities such as Turkish

Teaching and Methods Course; Seminar on Turkish Teaching Methods and

Techniques; Seminar on Evaluating Turkish Language Programme. In 1999 he took

a Turkish Teaching Formatorship Course provided in Ordu and has become a

Formator Turkish Language Teacher. He completed his post graduate education in

the Department of Turkish Language and his doctorate in the Department of Turkish

Education. Between 2006 and 2009 he worked in University of Niğde‘s Faculty of

Education, Department of Primary Education. He has been working in Erciyes

University Faculty of Education, Department of Turkish Education since 2009. Prof.

Göçer currently works on the fields of teaching first reading and writing; testing and

evaluation in Turkish teaching and Turkish as a second language.

Professor Mehmet KURUDAYIOĞLU

Prof. Kurudayıoğlu was born in Çankırı in 1974. After graduating from primary school

in 1985, he completed his secondary education and high school education (1992)

levels in Ankara. In 1996, he graduated from Turkish Language Teaching Department

of Faculty of Education in Gazi University. He completed his post graduate degree

with his thesis titled as “A Study on the Use of Turkish Language Skills in the Columns

of Our Journalists/columnists in National Newspapers” within Teaching of Turkish

Language Department of Social Sciences Institute in Canakkale Onsekiz Mart

University, in the year 2000. He completed his doctorate degree with his thesis titled

as “A Study on Word Stock (vocabulary) of the Second Level Students in Primary

Education at Teaching of Turkish Language Department of Educational Sciences

Institute in Gazi University, in the year 2005. Between 1996 and 1997 academic year,

he worked as a Turkish Language teacher in Mersin-Mut Cumhuriyet Primary

Education School under the Ministry of National Education. He worked as a research

assistant at Teaching of Turkish Language Department in Canakkale Onsekiz Mart

University between the years of 1997 to 2000, and at Teaching of Turkish Language

Department of Gazi University between the years of 2001 to 2005. He worked as a

research assistant at Teaching of Turkish Language Department of Faculty of

Education in Çanakkale Onsekiz Mart University between the years of 2005 to 2006

and as an associate assistant professor between the years of 2006 to 2012. He

became assistant professor on October 1st, 2012. Since 2014, he has been working

as an academician in Teaching of Turkish Language Department of Faculty of

Education in Abant İzzet Baysal University. Other than books, sections of books,

articles and papers on different sides of Turkish Language, he has also published

stories for children.

Professor Ferhat ENSAR

Prof. Ensar was born in Ankara in November 10, 1976. He started his graduate degree

in the year 1995 at Turkish Language and Literature Department of Selcuk University.

For a year (1999-2000), he worked as a Turkish Language and Literature Teacher in

a school under the Ministry of National Education. He completed his postgraduate

degree at Turkish Language Teaching Department of Educational Sciences Institute

in Gazi University. During 2009-2010academic year, he started working as an

academician in Turkish Language Teaching Department under Faculty of Education

of Niğde University. Since August 2011, he has been working in Faculty of Education

under Yıldız University. At the graduate level, he lectured on the subjects of Reading

Teaching, Speaking Teaching, Written Expression, Oral Expression, Philosophy of

Literature, Sociology of Literature and Scientific Research Methods. At the

postgraduate level, he lectured on the subjects of Scientific Research Methods in

Social Sciences, Neurobiological Basis of Reading Teaching, and SPSS Applied

Statistical Techniques.

Professor Dr. Abdurrahman GÜZEL

Prof. Güzel completed his primary and secondary education in Antalya.

He went to Germany in February 1966 and studied German language in "Goethe-

Institut Grafrath/Obb and Rothenburg/Odt" between March 1966 and February 1967.

In 1970, he completed his BA education in Orientalisches Institut an der Universitaet

Wien. He completed his doctorate education in 1973, in the same university under

the tutelage of Prof. Dr. Herbert Wan Duda, Prof. Dr. Herbert Jansky, Prof. Dr.

Andreas Tietze, and Prof. Dr. Hans Ludwig Gottschalk. He also studied Latin.

On July 14th 1974 he was appointed to Hacettepe University, Faculty of Social and

Administrative Sciences, Department of Turkish Language and Literature as an

‘Academic’. On April 30th 1980, he was granted ’Associate Professor’ title for his work

on ’Life and Works of Kaygusuz Abdal’. Between July 14th 1974 and November 1st

1985, he worked as an ’Academic’ in Hacettepe University, Faculty of Literature,

Department of Turkish Language and Literature.

Between October 1983 and September 1984, he lectured for two semesters in

Giessen University in Germany as a ’Visiting Academic’. Meanwhile, he was granted

membership of the following:

1. Deutsche Gesellschaft für Volkskunde, Universität Regonsburg,

2. Österreich Verein für volkskunde, Universität Wien,

3. Schweizerische Geneeschaft für Volkskunde Universität Bern,

4. Österreichische Akademic der Wissenschaften

Prof. Güzel ensured that Hacettepe University and ’Justusliebig Universität Giessen’

in the city of Giessen in Germany became ’Sister Universities’.

On October 10th 1985, he was granted the title ’Professor’ and appointed as ’Head of

Department’ to Gazi Education Faculty, Turkish Language and Literature.

He worked as a member of the Ministry of National Education, ’Council of Education’

between September 30th 1989 and February 1994. He served as the ’Rector’ of

Çanakkale Onsekiz Mart University between 1994 and 1998 and taught Turkish

Language and Literature at Girne American University between 1998 and 2001.

He is currently serving as Head of Department and Academic in Başkent University,

Department of Turkish Education, Turkish Teaching Programme and as academic in

Gazi University, Gazi Education Faculty, Department of Turkish Education / Turkish

Language and Literature Education.

Professor Stephen BAX

Stephen Bax is Professor of Applied Linguistics at CRELLA (the Centre for Research

in Language Learning and Assessment) at the University of Bedfordshire in the UK.

In 2014 he won the TESOL Distinguished Researcher Award for his article on eye

tracking in reading in the Language Testing journal, 2013. He has worked extensively

in the Middle East, including Lebanon, Jordan and Iraq, and his research includes

classroom based assessment, assessing reading, and analysing classroom

interaction. He also works with computers in language teaching, researching

discourse, and the use of eye tracking to investigate second language reading. His

books include 'Discourse and Genre' (2011) and 'Researching Intertextual Reading'

(2013).

Professor Dr. Kay LIVINGSTON

Kay Livingston is a Professor in Educational Research, Policy and Practice in the

University of Glasgow, Scotland and works closely with policy-makers, teachers and

key educational stakeholders at international, national and local levels. From 2007 –

2012 she undertook a five year secondment as Director of International, Research

and Innovation in Learning and Teaching Scotland (LTS) which was a public body

responsible for the review and development of curriculum, assessment and

technology in Scottish schools. During her secondment LTS became part of Education

Scotland - a Scottish Government Agency with responsibility for supporting and

improving education. As Director she was responsible for research and innovation

projects in a wide range of areas but she had a particular focus on teacher

professional development, leadership and mentoring, educational change and

improvement, global citizenship, international and intercultural education. She was a

member of the National Partnership Group set up by the Scottish Government to

develop proposals in response to the report of a review of teacher education

(Teaching Scotland’s Future, Donaldson, 2011). Professor Livingston chaired the

National Partnership Group’s Sub-group which developed proposals on the Career-

long Professional Learning of Teachers. She is editor of the European Journal of

Teacher Education, Chair of the Association of Teacher Education in Europe’s (ATEE)

Research and Development Centre ‘Professional Development of Teachers’, member

of the EU Thematic Working Group on the Professional Development of Teachers and

member of the UK National Commission for UNESCO Scotland Committee.

PHOTO GALLERY

Compiled by A. Özırmak, Key Expert

Technical Assistance for Increasing Primary School Attendance Rate of Children project

June 2014

CONFERENCE PROGRAM

11 June 2014 / Wednesday

10:30 – 11:00 Registration

11:00 – 11:10 Opening Remarks / Ms. Funda KOCABIYIK – DG of Basic Education

11:10 – 11:40 Keynote Speech / Assistant Prof. John O’DWYER - CEFR (Common European

Framework of Reference for Languages: Learning, Teaching, Assessment)

12:00 – 13:00 Lunch Break

13:00 – 14:30 Plenary Session / Programme Development

Moderator: Prof. Emin KARİP

Turkish Language: Assoc. Prof. Dr. Eyyup COŞKUN

Second Language: Assoc. Prof. Dr. Özay KARADAĞ

Foreign Language: Prof. Aydan ERSÖZ

14:30 – 15:30 Q and A

15:30 – 15:45 Coffee Break

15:45 – 17:45 Programme Development Working Groups

I. Teaching of Turkish Language

Moderator: Assoc. Prof. Dr. Eyyup COŞKUN

Rapporteur: Assistant Prof. Ahmet BALCI

II. Second Language Teaching

Moderator: Assoc. Prof. Dr. Halit KARATAY

Rapporteur: Assistant Prof. Kadir Kaan BÜYÜKİKİZ

III. Foreign Language Teaching

Moderator: Prof. Mustafa ÇAKIR

Rapporteur: Assistant Prof. Lütfiye ÖZAYDIN CENGİZHAN

12 June 2014 / Thursday

09:30 – 11:30 Plenary Session / Testing and Assessment

Moderator: Assoc. Prof. Dr. Cemal YILDIZ

Turkish Language: Assoc. Prof. Dr. Ali GÖÇER

Turkish Language: Assoc. Prof. Dr. Mehmet KURUDAYIOĞLU

Second Language: Assistant Prof. Ferhat ENSAR

Foreign Language: Prof. Stephan BAX

11:30 – 11:45 Coffee Break

11:45 – 12:30 Q and A

12:30 – 13:30 Lunch Break

13:30 – 15:30 Testing and Assessment Working Groups

I. Teaching of Turkish Language

Moderator: Assoc. Prof. Dr. Fahri TEMİZYÜREK

Rapporteur: Assoc. Prof. Dr. Özay KARADAĞ

II. Second Language Teaching

Moderator: Prof. Abdurrahman GÜZEL

Rapporteur: Assoc. Prof. Dr. Bayram BAŞ

III. Foreign Language Teaching

Moderator: Assoc. Prof. Dr.Yusuf ŞAHİN

Rapporteur: Assistant Prof. Kadir Vefa TEZEL

15:30 – 15:45 Coffee Break

15:45 – 17:15 Plenary Session / Teacher Training

Moderator: Assoc. Prof. Dr. Gölge SEFEROĞLU

Turkish Language: Assoc. Prof. Dr. Halit KARATAY

Second Language: Assoc. Prof. Dr. Abdurrahman GÜZEL

Foreign Language: Assoc. Prof. Dr. Kay LIVINGSTON

13 June 2014 / Friday

09:30 – 11:30 Teacher Training Working Groups

I. Teaching of Turkish Language

Moderator: Assoc. Prof. Dr.İlhan ERDEM

Rapporteur: Assoc. Prof. Dr.Bayram BAŞ

II. Second Language Teaching

Moderator: Prof. Abdurrahman GÜZEL

Rapporteur: Assistant Prof. Erol BARIN

III. Foreign Language Teaching

Moderator: Prof. Murat DEMİRKAN

Rapporteur: Assistant Prof. Kadir Vefa TEZEL

11:30 – 11:45 Coffee Break

11:45 – 12:30 Next Steps and Closing Remarks / Assistant Prof. John O’DWYER

Closing Speech / Yusuf TEKİN - Under - Secretary, Ministry of National Education