Active Citizen Oriented Value

1. Adhering to Atatürk's reforms and principles and to Atatürk's nationalism as expressed in the Constitution; Adopting, protecting and developing the national, moral, humanitarian, spiritual and cultural values of the Turkish Nation; to raise citizens who love their family, homeland and nation, who always try to glorify them, who know their duties and responsibilities towards the Republic of Turkey, which is a democratic, secular and social state of law based on human rights and the basic principles at the beginning of the Constitution, and who act upon them;
2. Having a balanced and healthy personality and character in terms of body, mind, morals, spirit and emotions, free and scientific thinking power, a broad world view, respecting human rights, valuing personality and enterprise, and being responsible for society; to train as constructive, creative and productive people;
3. To prepare them for life by developing their interests, talents and abilities, by acquiring the necessary knowledge, skills, behaviors and the habit of working together, and to enable them to have a profession that will make them happy and contribute to the happiness of the society;
Thus, on the one hand, to increase the welfare and happiness of Turkish citizens and Turkish society; on the other hand, to support and accelerate economic, social and cultural development in national unity and integrity, and finally to make the Turkish Nation a constructive, creative and distinguished partner of contemporary civilization.

Team leader Kubilay Kural is a teacher of 25 years. Before becoming an agricultural machinery engineer teacher, he worked as a manager and quality assurance manager in medium-sized companies. In 1997, he became a public institution primary school teacher (7-11 year old students). He worked as a management consultant in the Izmir central administration between 2004-2007, and in 2005 he is one of the 22 people who participated in the European Commission's "Active Citizenship Program" as a negotiation partner with his project. It produces software for the president of the sailing association and students with mental disabilities. He is still teaching at Hasbi Şengül Primary School.

In line with this principle, "A service that cannot be measured cannot be improved", our team has worked before. With our project "Let Your Smile Be an Umbrella", our team successfully completed our project in 2013-2014 with our 8 country partners, which was entitled to the European Erasmus Education program.
Team staff Ms. Emel Görcek is an experienced (20 years) primary school teacher. She teaches children between the ages of 7-11. She is an expert in statistical sciences. Ms. Yasemin Balek is an experienced (24 years) student psychological examination assessment consultant, an expert in the analysis of output data.

The numerical data of the satisfaction of the overall expectations of the school is a measure of the activity performed.

At the school where we work;
3 classes for children 4-6 years old
10 classes for children 7-11 years old
4 students in our special education classes
Our school is a non-profit institution defined as a Public school. Teachers are civil servants. Total number of students is 250. 2 school administrators. 2 Special education teachers. 3 Preschool teachers (4-6 years old student group). 13 primary school teachers (7-11 year old student group)
A total of 18 teachers.
Apart from the education programs available at our school, we also organize various activities for the development of our students. We were not able to obtain data on what kind of effects our STEAM or similar activities had on our students. We tried to solve the problem with the thought that the expression and measure of this return, which we usually define as “satisfaction”, can further improve our activities.
Problem; There is no feedback measure of the activity-activities performed.
We tried to fix this problem

Using the EFQM model, we measure expectation satisfaction by converting it to numerical data and calculate the reflections of the activities we do at school.

We determined the expectations of the teachers and the parents of the students from the school.

For a better education for teachers;
1- What are your expectations from school management?
2- What are your expectations from the top management?
3- Expectations from your Education Policies and Strategies?
4- What are your expectations from cooperation and resources?
For a better education to the parents of the students;
1- What are your expectations from the teachers?
2- What are your expectations from the top management?
3- What are your expectations from school management?
4- What are your expectations for cooperation and resources?

We asked them to answer by handing out papers containing their questions. We distributed it to all teachers and all school parents.
By making a detailed analysis of the expectations, we made the 3 most requested expectations for each criterion a survey question. We conducted our survey by distributing 12-question, 5-scale surveys to teachers and students' parents.

In our survey, at the end of September, we found that the general expectation was satisfied by 62%.
In November, we had our students do the olive crushing and brine making activity, which is a traditional business in our region. This event had not been held in our school before. We announced that all students should break the olives in 1 liter jars with stones and preserve them, after 1 month, to make them edible by changing the water every day, and that the most delicious ones will be chosen by people who understand olives in our region.
Our event is to transfer a traditional production to children and to keep the traditions alive. Tables were set in the school garden, the people of the region were invited, presentations were made, and awards were given.
When we conducted the same survey again in December, we observed an 8.2% increase in teacher expectations and an 11.4% increase in parent expectations.
The main reason for the increase in teacher criteria is the work done to strengthen the communication with the school administration. We think that the increase in the expectation satisfaction value of the students' parents is an activity.

SUMMARY
We set the expectation criterion
We conducted an expectation survey
We made an event
We measured how well the event met the expectation.
We have defined the numerical equivalent of the event.

Using the EFQM management model, we conducted a coordinated study in 90 schools in the education region of Karşıyaka, Izmir, Turkey, between 2003 and 2005 (population of 500,000). We achieved positive results by including creating a digital database, to what extent all schools met the general expectations and by including the senior management trying to solve the problems on this data.
There were students in the age group of 4-19 in our schools, which we classified as primary, secondary and high school. We could not measure the expectations of primary school students. The results we obtained in our studies on the satisfaction of the expectation criteria of students in the 12-19 age group were close to the parent expectation satisfaction rates. After careful analysis, we have seen that this data similarity we have obtained has data reflecting the school climate in the satisfaction of the expectations of the parents and teachers in the schools where the 7-11 age group students are educated.
After these studies we have done;
1- The process should start with training.
2- Teachers, students and parents of students should be trained on how to fill in open-ended questionnaires,
3- The first general expectation texts should be carefully analyzed,
4- Starting from the highest expectation, expectation satisfaction levels should be made into 1-2-3-4-5 scaled questionnaires.
5- Outputs related to 4 different input criteria should be evaluated separately. A resolution committee should be formed.
6- How much the total expectation is satisfied should be the expectation criterion of the school, this value criterion should be shared with other schools and schools should be able to communicate with each other.
7- Surveys should be renewed in certain periods of the year and the effect of the studies should be measured.
We got the results.
Our work was banned by the ministry without justification. Our work is finished.

We planned to share our experience and experience as a team in the LEAP project. We achieved measurable results of the activities we carried out at Hasbi Şengül Primary School (200 people) in 2022-2023.

Our solution revealed many problems that we were not aware of. While trying to solve the problems, we also noticed improvement in other expectation criteria that we thought were not relevant.
Our aim was to determine the scale of the events. We tried to measure the value of our activities. As a result of our studies, we found that teachers and parents were more actively involved. Communication strengthened, fear and uncertainty decreased. The improvement of the environment had a positive effect on education.
We shared our future studies with the closest school to our school. The teachers of the other school also demanded a study similar to ours. They asked the parents of the students of the other school to conduct similar surveys to them. We will conduct simultaneous expectation surveys with the other school in 2023-2024. The statistics of the extent to which our own school and the school nearby, which have the same physical conditions, meet the expectations will help us to measure the activities we do in more detail.
We will be able to find out which activities increase or decrease the expectation to what extent. We also plan to develop a standard.

We know that the expectations of those who have expectations from a school increase according to the quality of the activities other than the standard educational activities. We proved it. This is not enough. If we can create a standard, we can evaluate the activities carried out with other schools in the 7-11 age group. To create a coordinated database with different schools we need. As the data increases, each school can further increase the quality of its activities.
Can an international quality standard be established for the education of 7-11 year old children when the determined standard measurement (expectation-oriented) is made in different countries?
What we need is for other schools to participate in a study similar to the one we have done and share data.

Are traditional activities more effective, artistic ones or scientific ones?

Do the data we obtain on expectation satisfaction really show the quality of the activity?

Would the same study done in other countries have the same increase in measurements?

Making analyzes by comparing the results obtained by determining the expectations of teachers and students' parents in accordance with the standards specified with schools providing education for similar student age groups in different countries, by performing the same activity. Determining the sources of problems by reporting the analysis results after 12 weeks. Economic geopolitics etc.
Mobile phone app to exchange ideas working on activity analysis more easily more accessible.

We are non-profit civil servants. We will report our work and present it to the Ministry of Education. We will work to improve the quality of education in our country. We strongly believe in our project and the importance of LEAP.

We think that the work we will do with different countries, different activities and the work we will do with our colleagues with different ideas will contribute to our education. We are confident that our work and ideas will also be beneficial to other participants.