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Öğe The comparative study of compulsory education applications in European Union countries versus Turkey(2008) Paksoy P.; Colakoglu N.Compulsory education is regarded as the most vital part of formal education. It entails that the individual shall be given education for a definite period of time during defined periods. All countries try to ensure that all young people enter working life with a minimum amount of human capital gained through the years of compulsory education. However it is observed that every country endeavors to apply a different standard for compulsory education. Specifically while we are in the integration process with the European Union (EU), we aimed to analyze the European Union Policy about Compulsory Education and applications of the European Union countries. Most European countries have separate systems for early childhood and compulsory education. The researchers believe in the importance of the appraisement of education systems and schools in assuring quality education when decentralization is becoming increasingly widespread in Europe. Pinpointing the evaluation of systems, the starting age of the compulsory education, the duration of the compulsory education, the financial support given by the governments and the diversity of the courses constitute our main concern in comparing the countries in this study. Previous studies about compulsory education, country reports, EU official documents and reports have been analyzed for this research. In the first part of the study the comparisons are made between the EU countries; where similarities and differences are highlighted. In the second part of the study the compulsory education in Turkish educational system is analyzed.Öğe Determination of literacy levels of primary education students in environmental pollution and global warming(2008) Colakoglu N.It is generally agreed that education in environmental pollution and protection of the environment should begin at the primary school level. It can even be argued that teaching about the environment at the primary school level is a national duty. In recent years Turkey is paying greater attention to the threats of global warming and environmental pollution as part of their adaptation process to EU laws and regulations. In this study we tried to determine the cognitive and affective levels of primary education students between the ages of 10 and 14 in their attitudes towards global warming and environmental pollution. A survey was conducted among students from differing demographic backgrounds to determine their awareness levels in the subject of science and technology, nature and environmental pollution. In addition, literacy levels within the same age group as well as among different age groups were examined in terms of the following: 1. Scientific Literacy or illiteracy 2. Nominal scientific literacy 3. Functional scientific literacy 4. Operational (conceptual and procedural) scientific literacy.Öğe Environmental education in turkey within the perspective of EU Integration(2007) Paksoy P.; Colakoglu N.Between the living things there has been always an ongoing interaction. Humankind is polluting consciously or unconsciously while interacting within the environment which is surrounding him. Because of the rapidly changing (physical, chemical and biological) ecological events recently in our world, the boost of technological contamination, roughness in technological use, personal or societal insensitivity once have proved how significant the environmental education is. In order to adapt universal environment policies, adjusting your policies in accordance with the technologically improved and advanced countries is a highly considered matter of fact. The states within the integration period of European Union have to incorporate both the universal and the EU Association Agreement criterion for the well-being of their country and the whole world. Hence there has been an increasing concern in environmental education policies; in 2003 after signing the European Union Association Agreement, the syllabus has been enriched in the educational institutions of Turkey. Specifically in the primary level, to be able to create environmental consciousness, the level of "science and technology literacy" is aimed to be elevated. Additionally in professional institutions, universities and with the support of NGOs, there has been a serious attention to ensure that this awareness become widespread. This study aims to investigate the educational system within the perspective of EU integration. The researchers try to find out in which levels of Turkish education environmental education is given and furthermore explores the content of the specified education. Conclusions are drawn from the point of compatibility with the European Union suggestions and norms.Öğe Nterpretation of numerical data on the erasmus mobility activities of turkey within european union perspective(2009) Colakoglu N.; Paksoy P.Turkey has took part fully in the Socrates programme, one of the Community education and culture programmes that seeks to increase the unity and integration between the people and countries placed in Europe, in 2004. As a result, Turkish higher education institutions have had the chance to join Erasmus -the higher education associated subprogram of the Socrates programme- all through the academic year 2004/2005 and recognized mobility activities with their European partners. The initial part of this article comprises the common information about the statistical data for contributing in Erasmus throughout the country. In the parts for student staff mobility, there is information on the numbers of outgoings, most-preferred countries and most-preferred subject areas of the related actions. © 2009 All Rights Reserved by the International Multidisciplinary Scientific GeoConference SGEM Printed in Sofia, Bulgaria.
