National reforms in general school education

14.Ongoing reforms and policy developments

14.2National reforms in general school education

Last update: 23 May 2025

2024

The Preparation of the Century of Türkiye Education Model Curricula

The Century of Türkiye Education Model Curricula is the product of a decade of long-term work, during which many steps were taken to develop skills-based curricula. The first concrete work in this direction was the National Education Quality Framework in 2014. Within this framework, the skills that students should possess were defined. The second concrete step taken for a skills-based education approach was the enactment of the Regulation on the Procedures and Principles for the Implementation of the Turkish Qualifications Framework, which was published in the Official Gazette dated November 19, 2015, and numbered 29537 with the Decree of the Council of Ministers numbered 2015/8213. The 8 key competencies defined within the scope of this framework are included in the curricula.

The first phase of the curriculum development process, based on the Century of Türkiye Education Model and initiated in 2023 through full-time commission work, was the needs analysis. In this context, the problems and needs of the existing curricula were identified, basic questions were asked about how these problems could be solved and how the needs could be met, and data were collected from various sources to create a scientific, needs-based road map.

In 81 provincial directorates of national education, curriculum evaluation commissions were established to evaluate the existing curricula, and the reporting process was carried out. Since 2013, the opinions and suggestions received on curricula and textbooks have been archived by the Ministry and content analysis has been conducted on these opinions and the studies have been reported. Extensive analyses were conducted on countries implementing skill-based curricula. Studies on the skill sets that were decided to be used in the curricula of the Century of Türkiye Education Model were shared with non-governmental organizations and their opinions and suggestions were received.

Current developments related to international organizations such as the OECD and the World Bank were continuously monitored, academic publications were examined, and commissions were formed to report the results. Reports were prepared comparing the 2017 curricula in terms of subjects and learning outcomes with the curricula of several countries. The curricula of countries with above-average success in international exams were examined and reported in terms of curriculum development.

During the preparation process of the skills-based curriculum, student opinions were taken from 81 provinces and 17 thousand students responded to questionnaires. In addition, teacher opinions were taken from 81 provinces and a comprehensive data collection study was carried out on the difficulties faced by teachers in the process, weakness and needs regarding the existing curricula. Since the 2013 curricula were put into practice, all academic studies conducted until today have been analyzed and reported.

Strategic plans, action plans and national and international research reports were utilized in the needs analysis process. As a result of the needs analysis, it was determined that the cognitive load of the current curriculum was heavy for students and this condition constituted the basis for curriculum development studies. In addition, evaluations of international reports and global assessments indicate that sampled countries’ education systems are increasingly adopting a skills-oriented approach that supports holistic development.

The factors that paved the way for the emergence of the Century of Türkiye Education Model are as follows:

The need to use information effectively and transform it into skills in today’s world where the ways of accessing information are diversifying.
Changes in the fields of science, technology, economy, art and culture and the understanding that curriculum development should be in line with the requirements of the those changes.
The need to concretely embed social-emotional learning skills into curricula,
Making national and spiritual values concrete, comprehensible and visible in curricula in order to raise students who are moral, competent, virtuous and who have the ideal of doing what is good, right, beneficial and beautiful for their nation and humanity,
Developing systems thinking skills in the learning process through systems literacy and achieving the main goals of literacy skills holistically,
Creating a valid, reliable and refined content by ensuring the horizontal and vertical consistency of complex and comprehensive information sets with other courses,
Establishing interdisciplinary relations and moving curricula beyond discipline-oriented knowledge transfer, providing students with a holistic perspective and supporting the realization of permanent learning
Focusing on experiential learning, contextual learning, inquiry-based learning, cooperative learning, and project-based learning approaches in teaching-learning experiences in the learning process where the student is active and interacts with his/her environment and takes responsibility for learning,
Preventing learner differences from being lost in the “normal distribution through” “differentiation” activities that are far from competitive and discriminatory approaches and thus ensuring social justice in the learning process,
Objective and clear determination of students’ level of achievement of learning objectives by emphasizing evidence of learning, process and case-based approaches, and developmental assessment and evaluation approaches,
Enabling school-based planning that takes into account contextual and environmental characteristics to address students’ interests, needs and expectations, and strengthening teacher autonomy,
Enabling teachers to assess their own and the curriculum’s strengths and areas for improvement through teacher reflection.

The Century of Türkiye Education Model Curricula prepared in line with the above-mentioned objectives were approved by the Board of Education with the board decision dated 23/05/2024 and numbered 20. In the 2024-2025 academic year, the Century of Türkiye Education Model will be implemented in kindergarten, 1st and 5th grades. In the upcoming academic years, a gradual transition has been implemented.

Updating of Curricula Based on the Century of Türkiye Education Model

The Century of Türkiye Education Model is a holistic model consisting of the basic approach of curricula, student profile, Virtue-Value-Action Framework, and skills framework components. The human being at the center of the Century of Türkiye Education Model is handled holistically in terms of mental, emotional, physical, social and spiritual development. Accordingly, a rights and development-based learning process has been structured in which flexible and free learning environments are made widespread according to the interests and abilities of individuals by enabling people to know and discover themselves.

Education is seen as a fundamental right to which everyone is guaranteed lifelong access in this educational model. For this reason, all policies and practices are put into practice to ensure the exercise of the right to education and equal opportunity. Based on this perspective, the Century of Türkiye Education Model designs a learning process in which students are not disadvantaged due to their beliefs, identities or socioeconomic status, and aims to strengthen a fair education process for all by taking into account these differences and taking measures to eliminate possible disadvantages.

With TYMM, it is aimed to ensure the cognitive, social, emotional, physical and moral development of the individual with a holistic understanding. In this context, curricula have been prepared that synthesize knowledge and skills, concretize abstract mental processes, ensure that national, spiritual and universal values permeate the curricula, enable students to be active and interact with their environment, and allow for objective and open measurement and evaluation.

The ultimate goal of the TYMM is to raise competent and virtuous people. In this education model student profile, where competence and virtue are at the center, students’ knowledge, skills, tendencies and values are taken into consideration. In the TYMM , interdisciplinary relations are also included, aiming to ensure that students develop in multiple ways and have knowledge and skills in different fields. With interdisciplinary relations, curricula have moved beyond discipline-oriented knowledge transfer, enabling students to gain a holistic perspective and realize permanent learning. In the new curricula, skills are modeled as a part of the learning process with their interrelationships and meaning features. With the associations between skills, the skill development process has been given a dynamic structure, thus contributing to an increase in the quality of the process.

Through school-based planning, contextual and environmental features have been taken into account for the first time and these qualities have been ensured to be included in the new curricula. School-based planning, which refers to the time allocated for activities such as research and observation, social activities, project work, local studies, reading activities to be carried out by the committee of teachers within the scope of the course, has given teachers the opportunity to adapt the curriculum.

In the new curricula, a process and condition-based measurement and evaluation approach has been adopted and this approach has been included in a way that enables its implementation. By basing assessment and evaluation practices on a process-based approach, it is aimed to monitor student progress and improve teaching methods, and the assessment and evaluation process is given an important role in achieving learning outcomes. One of the most important innovations introduced with the TYMM is the differentiation section. With differentiation practices, student differences are prevented from being ignored and it is aimed to create activities that provide social justice away from a divisive and competitive mentality.

With the extra-curricular activities provided by TYMM, it is aimed to support mental, social-emotional, physical, and moral development; to enable the implementation of acquired skills in real life, to enrich academic studies carried out in schools, to use time effectively, and to increase aesthetic sensitivity. For this purpose, a social responsibility program and lifelong learning were added to the curricula. It was aimed to reduce the density of the curriculum, which emerged as an important expectation as a result of the needs analysis; content that does not serve any purpose other than being a cognitive burden for students, does not serve meaningful learning, and does not contribute to the development of life skills was removed from the curricula and content simplification was made by an average of 35%.

Development of Curricula and Textbooks Based on the Century of Türkiye Education Model

Today, rapid changes and transformations in social, cultural, economic and technological fields require differentiation of the knowledge and skills that people should have, differentiation of dispositions, and natural acquisition of values. In order for people to make sense of and use mental activities in this process of change, change and transformation must be defined as a whole. Accordingly, as a reflection of these transformations, it is aimed to implement various innovative policies and practices through curricula in order to equip students with the knowledge and skills required by the age. In this context, TYMM addresses the knowledge clusters of the field with a holistic approach on the basis of a skill pattern to address all behavioral patterns of the individual. Within the scope of the model, higher-order thinking skills, conceptual skills, social emotional learning skills, subject specific skills, literacy skills, and dispositions that have a triggering function in the activation of these skills are defined.

The curricula developed in this context were prepared in a spiral structure from pre-primary to the end of secondary education, taking into account all of the components defined in the model. Although skills were also included in the previous curricula, the renewed curricula provided guidance on how and at which stage of the process skills should be taught. In the curricula prepared within the scope of TYMM, the knowledge clusters of the field were structured on the basis of a skill pattern in each learning outcome, and concrete experiences were included in learning-teaching practices on how to teach these skills to students. In addition, the virtue-value-action framework, which is one of the basic components of the model based on the integrity of body and soul, was reflected in the programs. Thus, values are not taught in isolation from other elements of the curriculum, skills and content, but naturally within the flow of the curriculum. Similarly, as a requirement of a holistic academic approach, curricula are designed on the basis of transdisciplinary and transdisciplinary approaches in addition to their interdisciplinary nature in order to enrich teaching processes on the basis of the skill pattern.

Within the scope of the TYMM, the Directorate General of Upper Secondary submitted the TYMM Common Text and the curricula of 9 subjects, the Directorate General of Basic Education submitted the curricula of 10 subjects, and the Directorate General of Religious Education submitted the curricula of 7 subjects to public opinion and suggestions on 26 April 2024. The opinions and suggestions were evaluated and reflected in the curricula as required by the principles of transparency, scientificity and participation. The curricula of 26 courses related to the new curriculum were discussed on the agenda of the Board of Education on May 16-22, 2024 and approved according to the Board Decision No. 20 dated 23/05/2024 The new curricula began to be gradually implemented starting from the 2024–2025 academic year, initially covering 1st, 5th, and 9th grades.

In addition to the conceptual skills and field skills in the curriculum, social emotional skills, literacy skills and the Virtue-Value-Action model are included in our textbooks. In the textbooks, it is aimed to teach these skills and values to students through individual and group work methods, educational games and in-class and extracurricular activities. In this way, while raising moral and virtuous individuals, it is aimed to raise generations who can think critically, question, research, have responsibility and ideals.

The activities in our textbooks direct students to cooperative learning rather than individual work. In the textbooks, activities, animations, simulations and applications supported by digital history, augmented reality and artificial intelligence are included in the QR codes. In this way, it is aimed that our students learn without the need for any auxiliary resources.

In the textbooks, the accurate and effective use of Turkish language is emphasized in order to improve students’ vocabulary. In the textbooks, constructive (formative) assessment and evaluation practices are used to monitor students’ learning levels in the process rather than an approach that focuses only on the results. In addition, process- and case-based assessment and evaluation approaches are included, aiming to make the assessment and evaluation processes more objective and explicit with concrete and observable learning evidence. Forms designed in accordance with this assessment and evaluation approach were included in the textbooks. These forms contributed to the development of students’ self-regulation skills.

Harezmî Education Model

Harezmî Education Model is an innovative education model that reflects Türkiye’s educational vision and aims to raise students as competent and virtuous individuals by equipping them with the skills of the 21st century. With its interdisciplinary approach, student-centeredness and problem-based learning methodology, it develops students’ active participation, higher-order thinking skills and the ability to generate solutions to real-world problems. Thanks to its strong relationship with the Century of Türkiye Education Model, it plays an important role in achieving the country’s educational goals. With its emphasis on international collaborations, the Harezmî Education Model is ready to contribute to the pursuit of continuous improvement and innovation in education worldwide. The Harezmî Education Model is an interdisciplinary, student-centered and problem-based educational approach developed in Türkiye. The model encourages students to identify real-life problems in a data-driven manner and generate innovative solutions to these problems, while allowing teachers to plan the process with an interdisciplinary approach. Named after the famous scientist Harezmi, this model aims to adapt computational thinking skills to life and to use programming and teaching tools effectively. The Harezmi Education Model stands out as an important model that supports the goals of the Century of Türkiye Education Model and facilitates the transition from knowledge-based education to skills-based education.

Key Elements and Principles of the Model

Various principles and elements underlie the Harezmî Education Model:

Interdisciplinary Approach: The model integrates computer science with science and mathematics, social sciences, language sciences, art, design and sport sciences. It adopts a collaborative learning environment where different disciplines are equally involved.

Real Life Problems: Students identify real-life problems they encounter in their environment and seek solutions to these problems. This approach makes learning more meaningful and motivating.

Student Centered Approach: The model puts the learner at the center and encourages the teacher to play a solution-oriented and designer role. It focuses on students’ interests, skills and learning needs. Students actively participate in shaping the curriculum with their teachers.

Computational Thinking: The model supports students to develop algorithmic thinking skills and apply these skills to different domains.

Collaborative Work: Students and teachers experience processes of thinking together, designing together and learning together. Peer collaboration learning environments are encouraged.

Technology Integration: The model encourages the correct and effective use of technological tools by teachers and students. Students are supported to produce using technology.

Continuous Development and R&D: The Harezmi Education Model has a structure that is constantly evaluated and updated. The data and experiences obtained from the implementations are used in the development of the model. R&D processes are carried out at school, district, province and ministry levels.

Young R&D

As MoNE, with the desire to create the Century of Türkiye and in line with the virtue, value and action model pointed out by TYMM, we continue our efforts with increasing momentum to ensure that every individual in our country is raised from an early age to be environmentally sensitive, to have a national and spiritual culture and in a way that is equipped to lead their times.

In order to ensure a balanced and healthy development of our students in physical, mental, moral and emotional areas according to their interests and abilities, and to raise entrepreneurial individuals who have the ability to think freely and scientifically, policy number 746 in the Twelfth Development Plan (2024-2028) is stated with the target “Participation of young people in science, art, culture and sports activities that support their physical, social and reasoning development and their innovative and entrepreneurial qualities will be encouraged.” In line with this policy, measure 746.2 is stated as “Programs will be developed to help young people acquire the necessary skills to adapt to the effects of green and digital transformation and the needs of the future and to support their productivity.” Based on this policy and measure, the Annual Program of the Presidency of the Republic for the Year 2025 includes the statement “Youth R&D activities will be organized by the R&D units of provincial directorates of national education.”

With the “Young R&D” activities implemented by the R&D units of provincial directorates of national education under the coordination of the MoNE Strategy Development Directorate, it is aimed to discover the talents and capacities of all our students, especially those in disadvantaged groups, at an early age and direct them to studies where they can develop their skills in scientific, technological and vocational fields. To this end, “Young R&D” activities are carried out in 81 provinces of Türkiye under the title of “Young R&D”, which increase participation, entrepreneurship and social awareness, from science, technology, engineering, art and mathematics-oriented studies to production-oriented workshops and project competitions that support skill development.

A website has been established by the Directorate of Strategy Development in order to make these activities on different themes visible and to disseminate good practices, and it is planned to share this website with the public by April 2025. In addition, in order to prevent duplication by ensuring the follow-up of the work carried out within the scope of “Youth R&D” activities and to provide the necessary feedback to the work, a “Youth R&D Activities Monitoring and Evaluation Table” will be prepared by the R&D units of the provincial national education directorates in 6-month periods.

MEBİ Individual Learning Platform

MEBİ is an innovative digital individual learning platform developed by the Ministry that personalizes learning by taking into account students’ knowledge, experiences and abilities. Providing materials tailored to students’ needs and learning styles, MEBİ enables students to take an active role in the learning process and provides access to content tailored to individual needs. MEBİ allows students to reinforce subjects and make what they learn permanent.

MEBİ is equipped with an individual learning algorithm developed to make students’ learning processes more effective and efficient. This algorithm follows each student’s learning journey, identifies individual learning gaps and provides guidance according to their personal needs. MEBİ is designed for students studying at the upper secondary education level to support students in reinforcing their school lessons and YKS (Higher Education Institutions Examination) preparation process and to ensure equal opportunity in education.

ÖğretmenİZ Digital Platform

Launched by the Ministry on (National Teacher Day), 2023, ÖğretmenİZ is a digital platform where our teachers’ artistic and cultural works, projects that make a difference at national and international level, and examples of good practices are published. On this platform, the experiences, cultural and social accumulations of our teachers in their fields of expertise are included. In this way, while providing inspiring content for new teachers, the importance and value of the teaching profession in society is also supported.

ÖğretmenİZ platform publishes ÖğretmenİZ magazine, which is published quarterly and whose content consists entirely of the works and literary works of our teachers. With ÖğretmenİZ magazine, which includes literary works, artistic and project works and current educational news from our country and the world, it is aimed to serve as a bridge where our teachers can share their experiences and inspire each other by bringing together their works in different fields. Since 2023, 5 issues and a special issue for Museums Week have been published, featuring the work of 130 teachers.

There is a ÖğretmenİZ video channel broadcasting in 18 categories on the platform. Through the channel, teachers working in schools and institutions affiliated to our Ministry all over our country have the opportunity to share their qualified works, projects that stand out in our country and in the world, their experiences and new perspectives on education with large masses in their own voices. In this way, it is aimed to inspire all our teachers, especially those who are new to the profession, and to contribute to the spread of exemplary success stories and good examples. Since 2023, 310 teachers’ video content has been published on the channel.

Dynamic Course Language (Technology-Focused Learning Scenarios)

Dynamic Lesson Language aims to support the effective use of technology in learning environments and provide interactive lesson flows by improving teachers’ digital skills. For this purpose, innovative and original scenarios are developed in line with the curricula at primary and secondary school level. In this way, more effective and efficient use of interactive boards supporting the Fatih Project will be ensured. The project, which started in September 2023, covers a 2-year period and carries out studies for teachers in different branches.

Within the scope of the project, teams have been formed for Turkish, science, social sciences, social studies, mathematics, classroom and English branches. The studies are examined in the fields of curriculum, measurement and evaluation, field, guidance and informatics, and improvements and developments are made. In order to evaluate the applicability of the developed scenarios, piloting studies were carried out, reported in the light of the data obtained and necessary arrangements were made. In order to increase the efficiency of the studies, a “Scenario Development” workshop was held with the team in May 2024.

In order for the project outputs to reach teachers, “Innovative Approaches and Technology Usage Trainer Training” was organized for 6 different branches and 319 teachers in different branches were identified as innovative approaches and technology usage trainers. It is aimed for teachers to create active learning environments in their classrooms by providing trainings locally. Course content is being prepared to be offered on EBA platform so that teachers can prepare scenarios, learn about innovative approaches and adapt the use of technology to their lessons. “Teacher’s Handbook on Technology-Focused Learning Scenarios for Innovative Approaches” has been prepared to be a resource for teachers when implementing the scenarios in their classrooms. Work on the EBA platform has started for the presentation of the developed scenarios and the materials that teachers will need.

School and Teacher Network

eTwinning is a secure, web-based social network of schools where teachers from all over Europe involve their students, share experiences and knowledge, and develop pedagogically sound projects together. With 46 countries participating in the project, the aim of this network is to improve teachers’ and students’ communication skills in European languages, especially English, by improving their use of ICT, encouraging them to integrate technology into their curriculum and use innovative teaching methods and techniques. In order to increase teachers’ engagement with the project, 19 online trainings were organized, with more than 10,000 teachers participating in total.

Scientix Project

The Scientix project, which includes Türkiye and whose aim is to ensure that all of Europe is aware of projects related to science, mathematics, engineering and technology (STEM) education to solve real life problems, has 567 Scientix ambassadors in total to facilitate the dissemination and sharing of the learning materials and tools produced. Workshops, face-to-face / distance trainings were organized in order to share experiences on the Scientix project and dissemination of STEM education.

Innovative Classrooms

The strategy of “Innovative classrooms will be established in schools” has been determined in order to realize the objective of “Developing an effective and accountable institutional structure that will increase access to education and quality in education with qualified personnel and strong physical and technological infrastructure in line with the vision of the Century of Türkiye” in the Strategic Plan 2024-2028 of our Ministry. In line with this goal, as of the 2023-2024 academic year, MoNE has initiated the transformation of computer technology (IT) laboratories and the establishment of innovative classrooms in 81 provinces to transform 500 classrooms into innovative learning environments that can be used for active learning by all branch teachers at the middle and high school level. Within the scope of the work, learning environments that will improve the high-level skills of our students and support the active learning approach are established in order to ensure the implementation of innovative policies to ensure access to quality education for all our teachers and students, to strengthen the innovative approach of the FATIH Project, to ensure the use of up-to-date technologies in education, and to carry out national and international activities focusing on innovation in education. So far, school identification, space design, IT infrastructure and technology equipment and hardware identification studies have been carried out for 500 Innovative Classrooms. Accordingly, innovative classrooms will include 12 laptops, 8 desktop computers, robotic kits, 3D printers, mind and intelligence games.

EU Code Week Project

EU Code Week is a grassroots movement promoting creativity, problem solving and collaboration through programming and other technological activities. The aim is to make programming more visible, to show how individuals can bring their ideas to life through coding and to encourage people to learn by promoting these skills. Activities are organized for students, teachers and individuals of all ages to develop programming skills. Code Week, organized every year in October, is one of the most widely participated social events to develop digital skills. Teachers can organize activities on 18 different topics such as robotics, artificial intelligence, 3D printing, game design, etc.

Education Technologies Incubation and Innovation Center (ETKİM)

In 2023, MoNE opened the Education Technologies Incubation and Innovation Center (ETKİM) at METU Teknokent. With the activities to be carried out within the scope of the digital education and innovation ecosystem at ETKİM, where intensive activities are carried out to recognize, promote, guide and strengthen the education technologies sector, MoNE continues to support the implementation of digital education strategies for schools, providing examples of technology-supported good practices and capacity building activities by developing a strong cooperation model for the active use of educational technologies.

Eliminating Learning Losses and Strengthening Teaching in Basic Education Project

The main objective of this project is to identify learning gaps at the basic education level, address learning gaps and strengthen teaching. It is carried out in 20 provinces selected from 7 regions that can be sampled across the country. The project provinces were selected from among earthquake-affected regions, disaster-prone areas, provinces with high migration rates, and those where learning loss is likely even disasters. In the previous two phases, pilot implementation was carried out with provinces selected from earthquake regions and provinces with high migration from earthquake regions, and the implementation outputs showed that the study was successful. In the third and fourth phases, the scope of the project was expanded and the number of provinces was increased to 20, thus taking a step towards the dissemination of the project outputs. The pilot provinces were selected among the provinces with high and low migration rates to represent the sample of Türkiye. Thus, a sample group was formed in which learning losses would occur due to different reasons besides the earthquake factor.

Within the scope of the third and fourth phases of the project, identification, intervention, prevention and empowerment activities will be carried out in life sciences, mathematics, Turkish, science and social sciences courses for primary and upper secondary school students. In the first two phases, the implementation results in Turkish and mathematics courses were reported as successful. With the 2024-2025 academic year, life science, science and social studies courses were added to these courses, and evaluation batteries and intervention programs were prepared for the first and second academic year at the level of basic courses. The documents to be prepared in the third and fourth phases will be prepared within the scope of the Türkiye Education Model. In addition, the second semester educational materials of Turkish and Mathematics courses prepared in the first and second phases will be updated and revised within the scope of the Century of Türkiye Education Model. In order to ensure the visibility of the project in the society, it is planned to implement an effective communication strategy for students, teachers and families. It is expected that the project results will affect students, teachers, school administrators and parents at primary and secondary school level. The number of students and teachers targeted to be reached during the project is estimated to be 80 thousand and 6000 respectively.

Identification, Development and Monitoring of Students’ Vocabulary Knowledge Project

Identification, Development and Monitoring of Students’ Vocabulary Knowledge is a project that will be carried out within the scope of the Century of Türkiye Education Model. This project, which is prepared within the scope of developing Turkish language skills, aims to expand students’ vocabulary and enrich the vocabulary contained in textbooks. The project will continue for 3 years, 2024-2026, and 18 work packages have been created within the scope of the project. The target audience is pre-primary, primary and upper secondary school students and in this context; it is aimed to identify and improve students’ vocabulary knowledge, improve students’ concept knowledge, identify and enrich the vocabulary in textbooks, strengthen students’ commitment to national, spiritual and cultural values by supporting students’ Turkish language development and to carry out studies to create a reading culture.

National Culture and Values Education Project

The National Culture and Values Education Research and Development Center is a center established within the Ministry in order to contribute to raising students as sensitive, conscious and responsible individuals who have national, spiritual, humanitarian, moral and cultural values. The working period of this center is foreseen as 4 years and national culture and values education studies will be carried out for monitoring, research, awareness raising and competence development for all employees of our ministry, especially students, teachers and school administrators, and parents. The center to be established will carry out educational and developmental activities to increase social sensitivity through national culture and values education and to raise students as responsible and good human beings. It will carry out its activities to follow national and international studies related to these activities and to establish cooperation with institutions and organizations working in the field of National Culture and Values.

A conference will be organized to present good examples of successful projects and collaborations in the context of national culture and values education. In this conference, out-of-school support activities for children’s cultural, sportive, artistic activities, reading habits and all other similar out-of-school support activities carried out by governorships or municipalities in cooperation with the Ministry of National Education will be determined under various headings in each province. Good examples will be selected among these outof-school activities and exhibited at the conference.

Water Efficiency Mobilization

Within the scope of the “Water Efficiency Mobilization” initiated under the coordination of the Ministry of Agriculture and Forestry in order to combat the effects of climate change, increase adaptation and resilience and ensure sustainable water management with the principle of water efficiency, efforts are being carried out for the efficient use of water in sectors with high water consumption, especially in urban, agricultural and industrial uses.

In order to protect our country’s water resources and transfer them to future generations, it is of great importance to raise water awareness from an early age. Accordingly, within the scope of the “Water Efficiency Campaign”, “Water Efficiency” themed materials and training guides were prepared for pre-primary, middle and high school students in cooperation with the Ministry of Agriculture and Forestry in order to disseminate water efficiency practices and raise social awareness. The educational materials aim to help children and young people understand the value of water, acquire water saving habits and grow up as environmentally conscious individuals.

Training programs for trainers are planned, while teacher and student trainings are implemented using these supporting materials. In addition, peer to peer trainings have been planned and peer education is also implemented in water efficiency trainings. This contributes to the development of cooperation, empathy, problem solving and communication skills among students.

Ramadan Talks

With the “Let’s Talk in Iftar” project, which was carried out during the month of Ramadan and is planned to be carried out in other years too, it is aimed to transfer our national and spiritual values, which are our rich cultural heritage, as well as universal values to generations within the framework of the Century of Türkiye Education Model “Virtue-Value-Action”, and to make young people conscious individuals with high individual and social awareness who can integrate academic knowledge with spiritual values.

Interactive conversations were held with the “Let’s Talk at Iftar” program, where high school students, Minister Yusuf TEKİN and expert guests came together and shared their knowledge and experiences in a pleasant chat environment before and during iftar. These conversations enabled our young people to establish the connection between our social values and global values; to increase their awareness of values such as responsibility, justice, solidarity, tolerance, environmental awareness, proper use of technology, volunteerism and sustainability, and to gain different perspectives.

Child Rights and Education in Disasters and Emergencies Project

The earthquakes of February 6, 2023 caused serious loss of rights, particularly affecting children. Therefore, it is important to develop a child rights-based approach in disaster conditions. In order to protect children before, during and after disasters, the knowledge and awareness of MoNE staff on children’s rights needs to be increased. This approach provides a comprehensive framework to ensure that children’s rights are protected at all stages of disaster management. The project aims to protect children’s rights in disaster conditions in Türkiye in line with the International Conventions on the Rights of the Child. In the project, which will be implemented in partnership with MoNE-UNICEF in 2024, trainings for target groups such as teachers, school administrators and MoNE staff and training sets based on children’s rights will be prepared. In addition, disaster and emergency action plans will be analyzed on the basis of children’s rights and relevant reports will be prepared.

Having Fun in Healthy School Gardens (SOBE) Project

With the SOBE project, it is planned to organize school gardens in order to provide an environment for students to live active lives in their daily routines, to support their cognitive, physical, social and emotional development through play and thus contribute to the healthy growth of our children, the architects of our future. It is important to improve children’s cognitive, physical, social and emotional well-being and social aspects, and to enable students to make better use of their time by playing in harmony with their friends in a natural environment and at school. For this purpose, parks with traditional game drawings and tartan tracks were built in 655 schools. In 2025, it is aimed to expand the project.

Time to Move Forward with Consciousness (WE) Project

The “Time to Move Forward with Awareness” (WE) Project was implemented in cooperation with the Ministry of Family and Social Services. The project aims to support the adjustment of first-grade students and their families to school. In this context; it is aimed to develop students’ sense of belonging to the school, to leave permanent and meaningful traces at the beginning of the educational journey, to emphasize the importance of families in the educational process and to strengthen school-family cooperation. Within the framework of the project activities, cinema, interviews, cortege and theater performances were organized for students and parents.

Together We Paint Goodness (ONE) Project

The project aims to increase the social responsibility awareness of students, teachers and parents and to encourage them to participate in volunteering activities, while increasing social responsibility awareness, supporting personal development, contributing to society, raising awareness, encouraging participation, and achieving sustainability and long-term impact.

The activity program for the volunteering themes of “Environmental Volunteers, First Aid Ambassadors, Young MEB AKUB” in the “Together We Paint Goodness” project was held on June 5, 2024, the “World Environment Day”, with the participation of students, teachers, Ministry staff, relevant institutions, organizations and NGOs. Within the scope of the project, seminars, conferences, digital content and familyschool cooperation activities on volunteering were prepared.

Pre to Post Disaster Education Project

This project aims to create disaster and emergency awareness, improve preparedness measures for disasters and emergencies, improve response services in disasters and emergencies, and improve recovery efforts after disasters and emergencies. Within the framework of cooperation with UNICEF, phase 1 was launched in September 2023 and phase 2 was launched in April 2024. Phase 3 will be launched in April 2025. Each phase of the project is implemented for 3 months.

Phase 1 and 2 of the project;

MoNE Disaster and Emergency Management Action Plan put into effect (2023-2030)
Disaster and Emergency Management Guide was prepared.
5 disaster themed story books were prepared, 3000 copies were printed and distributed to provinces
4 animations, 7 posters, 10 interactive contents, 10 interactive content and 10 board games were prepared and sent to the provinces in 3 copies each (243 boxes-2430 board games).
243 ballot box Awareness training presentation contents for 4 education levels have been prepared.
83 Leadership training was provided to the leader of the Ministry of National Education Search and Rescue Unit (MoNE SARU).
83 MEB AKUB members were trained as Search and Rescue Trainers
The number of 2490 members was increased to 10,000 members by providing search and rescue trainings during the earthquake.
255 teachers were provided with ‘Disaster Education Trainer Training with Stories and Games’.
Trainer teachers provided “Disaster Training with Stories and Games” to 4,798 teachers in 81 provinces (965 of which were in the earthquake zone).
Disaster preparedness training was provided to 264,694 students (26,400 from the earthquake zone, 3,555 disabled, 314 foreign nationals) by trainers in all provinces.
First Aid themed; 25 videos, 15 poster scenarios, 200 photos, 5 interactive content scenarios were prepared.
82 Ministry of National Education First Aid Training Center (MEB İYEM) Responsible Managers were trained as “First Aid Ambassadors”, who in turn trained 810 First Aid Ambassadors. Through these ambassadors, more than 25,000 students were reached and first aid awareness was raised.
In 10 pilot schools, wall coverings with ‘First Aid’ content were made and indirectly 8-10 thousand students were reached to raise awareness on first aid.
The mebakub.meb.gov.tr website and its contents were indirectly made available to all students and teachers and project outputs were disseminated.
The project outputs were disseminated by making the first aid website https://ilkyardim.meb.gov.tr/ and the contents indirectly available to all students and teachers.

Turkish Language Test in Four Skills

The Turkish Language Test in Four Skills, which was first conducted in 2022, became a national monitoring research with the “Ministry of National Education Measurement and Evaluation Regulation” prepared by MoNE and published in the Official Gazette No. 32304 on September 9, 2023. With this exam, which is carried out in two-year cycles, it is planned to systematically determine students’ proficiency in language skills, and thus to develop effective policy recommendations in this field with findings for Turkish and Turkish language and literature curricula, teacher competencies and course materials.

The examination held in 2024 was conducted between April 24 and May 10, 2024 with the participation of 653 schools and 10,665 students from 40 provinces. Administrator, teacher and student questionnaires were administered after the test in order to determine the factors affecting students’ acquisition of language skills. The report preparation process of the 2024 implementation is currently underway.

The following activities are planned for the Turkish Language Test in Four Skills:

As a result of curriculum change, competencies in line with the new learning outcomes will be determined.
Questions in the system will be reviewed based on the updated competencies.
New questions will be written and the question pool will be developed.
2026 implementation will be piloted.
Scoring studies will be carried out for the implementation results.
The number of headsets used in speaking and listening/watching sessions will be increased.

Smart Education Map

The “Smart Education Map” project was realized in order to introduce our rich educational history to the public, especially to our youth, in a manner that honors the 100th anniversary of our Republic, and to showcasing the activities carried out in the field of education and educational technologies over the past century. In the Smart Education Map, all kinds of activities carried out by MoNE from 1950 to the present day have been tried to be transferred to the map together with their dates and locations. Our smart map, which reflects the adventure of educational technologies, will be constantly updated and kept alive.

MoNE -KIT

MoNE-KIT is an education kit designed to guide students on their coding adventure and to meet their needs. Appealing to students of all levels, this kit is equipped with tools and resources that guide students step by step. It facilitates the transformation of ideas into reality while also supporting the resolution of potential challenges encountered during the project development process.

EBA VR

VRLab Academy is a leading educational platform that offers immersive and interactive learning experiences with virtual reality technology. VRLab Academy offers a wide range of virtual laboratory experiments from science, physics, chemistry and biology to nuclear physics and medical biochemistry. It enables meaningful and lasting learning through immersive and interactive learning experiences based on real scientific methodologies and formulas in accordance with the pedagogical approach, in line with national and international curricula. It aims to make learning more effective and fun by developing innovative approaches supported by gamification and artificial intelligence tools.

EBA Academy

It is an innovative learning platform that offers free online trainings (coding, robotics, artificial intelligence, financial literacy, entrepreneurship, etc.) for students. The aim is to provide students with personalized education opportunities and enable them to gain knowledge and skills in line with today’s requirements for different branches. In addition, the platform makes the learning process more flexible and accessible by enabling students to access trainings from anywhere at any time with the interactive content it offers.

YoungTec

Under the coordination of the Ministry of National Education, GençTek is a Young Informatics Ecosystem based on the peer learning model, where students and mentor teachers who want to work in the field of information technologies, who are conducting studies or who want to increase the impact of their existing studies are supported, and communication and cooperation with each other and stakeholders are ensured.

e-Müfredat

It is an innovative platform that supports digital transformation in education and provides teachers and administrators with access to up-to-date information about the curriculum. It is an application where curriculum programs are recorded electronically, the approval process of the programs is operated, and learning outcomes can be served to different platforms. By supporting the use of technology for educators, curriculum-compliant lesson planning is facilitated and quality standards in education are increased.

Teacher Education Digital Ecosystem Project

The Digital Ecosystem for Teacher Training Project, supported under the European Union Instrument for Pre-Accession Assistance 2021-2027 (IPA-III), started to be implemented on February 1, 2023 and will last for 36 months. The project, of which the Ministry of National Education is the beneficiary, is implemented by UNICEF. The project aims to develop national institutional capacity to ensure quality digital education, teaching and learning (including resilience to shocks) by building the capacity of teachers to meet the needs of the labor market and maximize learning using digital technology for all students, including children with disabilities, children with different learning needs and refugee children. The target groups of the project are teachers, school administrators, students and parents. The project aims to strengthen the digital education ecosystem for the professional development of teachers and increase the capacity of teachers to support teaching and learning with digitalization.

Safe Schooling and Distance Education

The Safe Schooling and Distance Education Project is an initiative in the field of educational technologies for all students and teachers at K12 level. The project aims to improve the quality and sustainability of education through investments in educational technologies. Significant outputs were achieved, such as increasing the user capacity of EBA, installing 51,750 interactive whiteboards and procuring 35,000 whiteboards. In addition, the establishment of digital skills and innovative classrooms and the addition of new generation content to EBA strengthened the education technologies ecosystem.

By the end of 2024, the targeted processes were completed and the capacity of the EBA platform was increased, ensuring uninterrupted education. The education infrastructure in the earthquake zone was supported and investments were made in digital and innovative classrooms and skill-based learning processes. In addition, digital content suitable for the new curriculum was developed and the education technologies ecosystem was strengthened. As a part of the project, ongoing efforts are being made to develop digital content and establish innovative learning environment to support the Century of Türkiye Education Model continue.

eTwinning

eTwinning Project has completed the evaluation of school and teacher projects through online and face-to-face trainings in 2024-2025 and this process will continue in 2025. Thanks to eTwinning, teachers’ language skills and intercultural communication competencies have increased and some projects have been included in the ERASMUS+ program. Türkiye has achieved success at national and European level, winning special awards among 46 European countries. Within the scope of the project, coordinators, evaluators and content developers are working in 81 provinces and online and face-to-face trainings are organized for teachers. In the future, the aim is for Türkiye to maintain its first place among 46 countries and for teachers to carry out more qualified projects. In this context, it is aimed to continue trainings and strengthen the existing project network. While the Ministry plays a supportive role for the effective use of eTwinning teaching processes, it is recommended to strengthen the support provided to teachers at the local level.

Multiple Foreign Language Education Model

The Multiple Foreign Language Education Model aims to ensure that our students develop a positive attitude towards learning a new language by making their exposure to the target language effective and efficient, and to use the language effectively by making the four basic language skills permanent in line with the Common European Framework of Reference for Languages (CEFR). In order to increase the proficiency and competence of our students in the field of foreign languages, in the 2023-2024 academic year, the Ministry started the pilot implementation of the Multiple Foreign Language Education Model in 32 schools in 26 provinces. As a result of the monitoring and evaluation studies carried out during the process, positive feedback was received from the field. In the 2024-2025 academic year, the Multiple Foreign Language Education Model will be implemented in 299 schools in 81 provinces, including the 5th and 6th grades of the 32 pilot schools and the 5th grades of the 267 schools newly included in the implementation. The Multiple Foreign Language Education Model is included in the MoNE Strategic Plan 2024-2028 and is gradually implemented in grades 6, 7 and 8, starting with grade 5 in secondary school.

Improvement of Foreign Language Education (FLEE) Project

The Project for the Development of Foreign Language Education (YADEG) is a multifaceted project that aims to bring foreign language education in Türkiye in line with international standards. Accepted in 2021, the project has conducted various scientific studies on foreign language education and Turkish language teaching, and organized two important conferences. In addition, academic approaches to teaching Turkish have been developed and steps have been taken to preserve and develop the Turkish language.

The project is carried out through a series of activities aimed at improving the quality of education. The translation of the Common European Framework of Reference into Turkish and the preparation of training kits for the professional development of English teachers are important steps. In addition, trainings for teachers were disseminated through a waterfall model, reaching thousands of teachers between 2021 and 2024. More trainings are planned for 2025.

Improving the Quality of Foreign Language Education in Türkiye Project

The IPA III Project Enhancing Foreign Language Education Quality in Türkiye was prepared in cooperation with the Council of Europe to improve the quality of foreign language education in Türkiye in line with international and data-based standards, in particular the Common European Framework of Reference for Languages (CFRM), which is applied in the foreign language teaching programs of the Ministry. The project has already passed the relevance and maturity assessments. The project’s Description of Action document was revised based on feedback from the Ministry of Labor and Social Security and the EU Delegation to Türkiye. The financing agreement was then adopted by the Turkish Grand National Assembly in December 2023. In 2024, the project is expected to be budgeted. In this framework, it is planned to start project activities in February/March 2024 and to complete the project in 2028.

The aim of the project “Improving the Quality of Foreign Language Education in Türkiye” , cofinanced by the EU and the Council of Europe in cooperation with the Council of Europe and the Ministry of National Education of the Republic of Türkiye, is to improve the quality of foreign language education in Türkiye in line with international and data-based standards, in particular the Common European Framework of Reference for Languages (CFRM), which is applied in the foreign language teaching programs of our Ministry. The project covers the years 2024-2029. The project aims to develop evidence-based policy recommendations on foreign language education and improve the quality of foreign language teaching by developing foreign language proficiency tests and digital teaching materials.

Education and Training Support for the 2023-2024 Academic Year

The Communiqué on Provision of Education and Training Support for Students Studying/will be Studying in Private Schools in Adıyaman, Hatay, Kahramanmaraş and Malatya Provinces and Islahiye and Nurdağı Districts of Gaziantep Province in the 2023-2024 Academic Year was published in the Official Gazette. Within this framework, the “e-Guideline on Provision of Education and Training Support for Students Studying/will be Studying in Private Schools in Adıyaman, Hatay, Kahramanmaraş and Malatya Provinces and Islahiye and Nurdağı Districts of Gaziantep Province in the 2023-2024 Academic Year” was prepared and published on the internet address “http://ookgm.meb.gov.tr” regarding the education and training support to be provided for students studying/will study in private schools. Within the scope of the February 6 earthquake, the number of students receiving Education and Training Support for the 2023-2024 Academic Year was 22,982.

Teacher Information Network (ÖBA)

Due to global changes and the pandemic affecting the whole world, the need to make use of information technologies in supporting the professional development of teachers and administrators emerged and ÖBA was established on January 24, 2022. ÖBA is a platform created to support the professional development of teachers and school administrators through distance education. In addition to being a meeting point for professional development, ÖBA is also designed to host the sharing of good practices. On the ÖBA platform, there are applications such as ÖBA Central in-service training application and distance education activities, in-service trainings organized synchronously and asynchronously through distance education, virtual library, professional development communities, teacher-administrator mobility programs, and the presentation of good practices realized by our teachers.

Monitoring and Evaluation of Academic Skills Project

The Monitoring and Evaluation of Academic Skills (ABIDE) survey was developed by the Ministry to measure how effectively students can use the knowledge and skills they have learned in their daily lives and their high-level cognitive skills. This research aims to evaluate the reflections of the formal education received by students in the 4th grade of primary school, 8th grade of secondary school and 10th grade of secondary education on their daily life skills. Different item types are used in the ABIDE survey, which is designed to measure students’ high-level skills such as problem solving, critical thinking and analyzing. The research represents an important step towards evaluating and improving the effectiveness of the education system by focusing on the real-life use of the knowledge and skills that students acquire during the education process.

ABIDE research is conducted by taking samples at 4th, 8th and 10th grade levels. The sample used in this research is designed to represent every province of Türkiye. Thus, comprehensive and representative data can be obtained about the factors affecting the academic skills and achievement of students across the country. Taking into account the different socio-economic and cultural structures in each province, the surveys administered to students, teachers and administrators within the scope of this study enable a comprehensive assessment of the state of the education system across Türkiye.

Turkish Language Exam in Four Skills

Turkish Language Exam in Four Skills is a monitoring exam conducted by the General Directorate of Measurement, Evaluation and Examination Services to measure the reading, listening watching, speaking and writing language skills that students acquire during their education processes at primary, secondary and high school levels in order to protect and improve Turkish language in accordance with Article 10 of the National Education Basic Law No. 1739. This exam was started to be developed in December 2019 in order to determine the competencies of students studying at different levels of education regarding the four basic language skills.

The Turkish Language Exam in Four Skills is administered in e-Exam halls in a fully electronic environment on computers identified on behalf of the student and consists of reading, listening/watching, speaking and writing sessions. In speaking and listening/watching sessions, headphones that do not transmit ambient sounds are used. Multiple-choice and open-ended questions and tasks are used to measure students’ proficiency in skills of Turkish. In order to prepare and score these questions, trainings are provided for classroom, Turkish teachers, Turkish language and literature teachers to contribute to their professional development.

Electronic Content

A Table of Electronic Educational Content for Textbooks has been prepared for the wider use of electronic educational content in enriching draft textbooks. Efforts to update and enrich these contents will continue. Thus, it is aimed to prepare the draft textbooks to be applied for enriched with different e-contents that support the learning process.

Developing an Artificial Intelligence Supported National Vocational Interest Inventory

Within the scope of vocational guidance services, a measurement tool is being developed to determine the vocational interests of high school and middle school students. With this inventory, it is planned to enable students to get to know themselves about their interests and to realize their vocational options. After the development process of the vocational interest inventory is completed, it will be put into service based on artificial intelligence.

Developing a National Vocational Skills Inventory

Within the scope of vocational guidance services, a measurement tool is being developed to determine the vocational skills of high school and middle school students. The purpose of the inventory is to enable 8th grade students to recognize themselves and realize their vocational options in the vocational decision-making processes of 8th grade students and 9th grade students in the selection of fields and branches in accordance with 53 fields and 114 branches in Vocational and Technical Anatolian High Schools.

2022

Increasing Attendance and Schooling Rates in Upper Secondary Education Project (IPA II)

Considering that Upper secondary education is within the scope of compulsory education, it is important to provide students with activities that will contribute to their self-actualization in and out of school and the necessary environments for these activities, and to prevent academic failure from reducing attendance rates by paving the way for students to learn at their own pace through individualized learning, compensation and training courses.

In this direction, the project, which was prepared within the scope of the European Union Instrument for Pre-Accession Assistance (IPA II), aims to increase the level of education and skills by ensuring access to education for all at secondary education levels and combating early school leaving/absenteeism. The general objectives of the project are to increase attendance and schooling rates by improving students’ sense of belonging to school, making school environments attractive, improving their motivation at school and increasing teacher-student interaction.

Improvement and Development of School Dormitory Project (PIGEP)

PİGEP was prepared in order to offer the warmth of a home environment to our students staying in our school dormitories affiliated to our Ministry, to create new living spaces, to bring our students together with art and science, and to meet the equipment and repair needs by taking into account student needs. Within the scope of the project; existing areas (dormitories, dining halls and study halls) in school dormitories will be standardized and new areas such as art and music workshops, science workshops and common living spaces called open address corners will be created in school hostels with suitable space. PİGEP started to be implemented for the years 2022-2024.

Interactive Textbooks

The textbooks prepared by the Ministry for the 2021-2022 academic year have been adapted to the interactive whiteboard. The books were enriched with different e-content. Efforts to develop e-content and add it to the interactive book are ongoing. Updates to the textbooks are monitored by the Ministry and every change is reflected in the textbooks. In addition, printed textbooks are enriched with lecture videos, lecture presentations, subject summaries and QR codes.

Mobile Question Bank Application

In order to help 9th, 10th, 11th and 12th grade students in their studies, the OGMMATERYAL Question Bank mobile application has been made available for free access via Appstore and Playstore. In the mobile application, there are questions covering the entire curriculum consisting of units of Turkish language and literature, history, geography, philosophy group, mathematics, physics, chemistry, biology and English courses, which are prepared in a way to measure the students’ ability to use the knowledge they have acquired in their daily lives.

YKS Camp

For 12th grade students and graduates, YKS question solutions for biology, geography, philosophy, physics, physics, English, chemistry, mathematics, history, Turkish language and literature courses for the 2021-2022 academic year will continue to be broadcast live on our Ministry’s Youtube channel until the first week of June, starting from February 14, 2022. In addition, question solution tests and videos, lecture videos, mini essays for all courses for students preparing for YKS are available on the “OGMMATERYAL” website.

Work Notebooks

In order to support students and teachers and to increase the variety of resources at all grades and levels, workbooks for basic courses were prepared and made available to students and teachers at the beginning of each month through “yardimcikaynaklar.meb.gov.tr” and “OGMMATERYAL” e-Content warehouse. Workbooks are prepared by enriching them with gamified subject summary, matching, gap filling, puzzles, open-ended questions, multiple choice questions. At the beginning of each month, the work on the workbooks prepared for the basic courses (Turkish Language and Literature, History, Geography, Philosophy, Mathematics, Physics, Chemistry, Biology, English, Physics, Chemistry, Biology, English) is renewed in accordance with the annual plan.

Research and Learning Opportunities of the Digital World: “Digital Learning Bridge”

One of the advantages of the digital world is that it brings research areas and opportunities at our fingertips and allows us to access them with a click of a button. Digital data environments that offer opportunities such as wide resource access, speed and convenience, timeliness, data analysis tools and diversity to research and studies make important contributions to these studies. In this context, the “Digital Learning Bridge”, which includes useful links that our students and teachers can benefit from in their lessons, research and project studies, has been prepared by our Ministry and made available to our students and teachers. Consisting of 4 sections, “Digital Learning Bridge” consists of a total of 29 useful links that students and teachers can use in their studies and projects in different fields. “Digital Learning Bridge” is aimed to be enriched as new useful links are identified.

Education and Development Support Packages for Children in Rural Areas by Ministry of Family and Social Services Children Safe Teams

Within the scope of the 180-Day Action Plans of the Presidential Executive Program, efforts are being made to increase access to preventive services and ensure equal opportunities for children living in rural areas. In preparation for the 2022-2023 academic year, “Education and Development Support Packages” were prepared to be distributed in 22 provinces to support the psychosocial and academic development of primary school children of families in need in rural areas. The Education and Development Support Packages included materials such as backpacks, pencil cases, lunch boxes, paints, notebooks, pencils, as well as books from the Child Friendly Book List prepared by the Ministry.