Author :
Year-Number: 2020-Volume 12, Issue 4
Language : English
Konu :
Abstract
Bu araştırmada Karadeniz Ekonomik İşbirliği Örgütüne (KEİ) üye ülkeler olan Arnavutluk, Azerbaycan, Bulgaristan, Ermenistan, Gürcistan, Moldova, Romanya, Rusya, Sırbistan, Ukrayna ve Yunanistan’ın okul öncesi eğitim sistemleriyle; Türkiye’deki okul öncesi eğitim sistemi çeşitli açılardan karşılaştırılarak analiz edilmiştir. Araştırmada yöntem olarak nitel analiz yöntemlerinden olan doküman incelemesi yöntemi kullanılmıştır. Araştırma sürecinden elde edilen veriler karşılaştırmalı eğitim araştırmalarında genel olarak kullanılan yatay yaklaşım anlayışı çerçevesinde ele alınmış ve değerlendirilmiştir. Araştırma çerçevesinde ele alınan ülkelerin konuyla ilgili ulaşılabilen web sayfaları, kitap, dergi, bilimsel makale ve tezleri incelenmiş ve taranmıştır.
Keywords
Abstract
In this research, the preschool education system of the member countries of the Black Sea Economic Cooperation Organization (BSEC) including Albania, Azerbaijan, Bulgaria, Armenia, Georgia, Moldova, Romania, Russia, Serbia, Ukraine and Greece and the preschool education system in Turkey were analyzed by comparing each other from different perspectives. In the research, document analysis method, as one of the qualitative analysis methods, was used. The data acquired from the research process were handled and assessed within the framework of the horizontal approach usually used in comparative educational research. The accessible web pages, books, journals, scientific articles, and theses written in these countries related to the research were analyzed and scrutinized.
Keywords
- In this research, in the process of data collection, document review method, which is one of the quantitative research methods, were used. The document review method (Karasar, 2009), including the process of finding, reading, saving and evaluating the sources related to the subject in line with the scientific research, contains the analysis of the written and printed documents of the topics to be studied for the aim of the research (Yıldırım & Şimşek, 2006). Within this context, the administrative structure of preschool education system in BSEC countries and Turkey was compared by creating some headings such as the process of operation, the activities in the preschool curriculum, preschool teacher training programs and financial structures and proposed suggestions by interpreting the data obtained from the research process. Limitations (1) This research is limited to the 2018-2019 School Year. (2) The research is limited with the data, obtained from the information and findings of the years that
- Findings In Turkey, the Ministry responsible for preschool education, as in other levels of education, is the Ministry of National Education. It presents a hierarchical order in which all authorizations are centralized. (Balcı, 2007). In Turkey, preschool education involves the education of children that have not reached the obligatory school age. Preschool education is optional and is not compulsory. 2013 Preschool education program implemented by the Ministry of National Education is a developmental program depended upon children's developmental levels and characteristics. Children aged 36-66 months are registered in preschool education institutions (Başal Kahraman, 2017). 2013 Preschool Education Program grounds on a contemporary program understanding that is flexible, spiral, eclectic, balanced, game-based, that gives precedence to learning by discovery, that creativity is at the forefront, that encourages the learning by experience, that is learning-centered, that respects to cultural and universal values, that family attendance is vital, that the process of evaluation is versatile, that allows for the arrangement for the children with special needs, and that the guidance service is essential. In the curriculum of preschool education, there are activities such as leisure time, Turkish language, music, game and movement, art, mathematics, brain games, science and nature, literacy and environmental education (MEB, 2013). In Turkey, teacher training for preschool education, as in other fields, was incorporated in 1991 and 1992 under the roof of the institutions giving four-year undergraduate education. In this process of training, the courses related to general culture, teaching profession knowledge, and field knowledge are given to teacher candidates. Currently, the appointments of the teachers are made, within the frame of contractual teaching, by the Regulation on Employment of Contracted Teachers (Sözleşmeli Öğretmen İstihdamına ilişkin Yönetmelik) published on 3 August 2016. In addition to the score taken from the KPSS exam, teacher candidates have to attend an interview. (Başal, Kahraman, 2017). In Turkey, the expense of all schools is mostly met by the state budget. In addition to these resources, financial contributions are also provided to preschool institutions from the families of students, special provincial administration budgets, project funds and donations, and private persons, institutions, and organizations (EURYDICE, 2019). In Turkey, the schooling ratio of the children aged 3 to 6 years in the 2017-2018 School Year was determined as 44.02% (MEB, 2018). In Azerbaijan, the Ministry of Education is responsible for the administration, supervision, and implementation of the education system. The general principles of the education system in Azerbaijan were formed within the frame of the "Education Law (Tahsil Kanunu)" implemented by the National Assembly of the Republic of Azerbaijan in 1992 (Derman and Sadioğlu, 2017). Preschool education involves the education of the children aged 1.5 to 6 years. It is free but not obligatory. It is conducted by the education institutions of state and private enterprise (Şiraz, Döş, 2017). In the programs of preschool education, the education provided is grouped under five headings such as physical development, health, and safety, social and emotional development, speaking, teaching of literacy, communication, culture, aesthetics and development of creativity, and comprehension and general knowledge (Durmuşoğlu, 2010). In Azerbaijan, teachers are subjected to a four-year or five-year undergraduate program, including field knowledge, pedagogical formation, and general culture courses from various branches of pedagogical universities to complete their undergraduate education. Following this period, their appointments are made by the Ministry of Education (Derman, Sadioğlu, 2017). 91% of the expenses of preschool education institutions are financed by the Ministry of Education and the remaining 9% by other ministries and government institutions. (Derman and Sadioğlu, 2017). In Bulgaria, early childhood education of children aged 0 to 3 years is met by local authorities and the state is not responsible for it. However, the Ministry of Education and Science is responsible for the preschool education of children aged 3 to 6 or 7 years. Participation in preschool education is obligatory for children aged 5 to 6 years in the country. (Hürriyet, 2019). In Bulgaria, the schooling ratio is approximately 83,6 % as of 2013-2014 School Year (Ilgar, İncedere,2016). In preschool education institutions, game occupies an essential position in the process of learning. Besides, it is given place to the activities such as speaking, observation, drama in the process of learning. In this education system giving weight to art education, teachers are free to choose the methods and techniques using for teaching as long as they are stick to fundamental structure (EURYPEDIA, cited in Sezer, Derman, and Sadioğlu,2017). Besides, in the preschool education institutions, it is given place for various studies related to nature, environment, health, family, motherland, mother tongue, national culture and history, drawing, music and physical education. State and families finance the expenses of preschool education. (Yaşar, 2005). In Bulgaria, teachers are trained in universities in the higher education system with an undergraduate education lasting 4 or 5 years. After completing their education, teacher candidates can be appointed by the Ministry without any examination (Bekir and Sadık, 2017). Administration and supervision of the education system of Moldova is ensured by the Ministry of National Education. The preschool education involves the education of children aged 3 to 6 (7). While the preschool education in public school is free, families only meet half of their children's nutrition cost. According to Article 17 of the current education law, one year of preschool education is obligatory for children older than five years. The purpose of the preschool education is to integrate children with the school physically and intellectually by providing the development of their social and creative skills. (MOEY, 2008). The rate of children aged 3 to 6 years that continue their education reached %85 according to the statistics of 2014-2015 School Year. In preschool education institutions, as a standard educational service, activities such as mother tongue education, game, drama, art, science, mathematics, and environment are practiced, and courses like dancing, chess, computer, and foreign languages are given to children (Ministry of Education 2014). In Moldova, teachers graduate after being subjected to a more intense pedagogical education provided by State Pedagogy University, Ion Creanga, or by the subsidiary institutions to this university. The need for preschool teachers is met by the four-year teacher-training colleges. After completing their education, teacher candidates are appointed by the Ministry of Education (Ministry of Education, 2014). In Armenia, preschool education, primary and high school education are conducted by the Ministry of Education and Science (MES) to realize national education objectives. Preschool education, including the education of children aged 2 to 6 years, is generally free, but not obligatory. In preschool education programs, in addition to providing mother tongue education and communication skills for children, basic counting skills and physical education courses are given. In addition, in the programs of preschool education, it is aimed to acquire the awareness of nature and environment to children, to teach their culture and history, and to prepare general education. In Armenia, the schooling ratio in preschool education institutions is about 42,2 % as of 2011- 2012 School Year. The financial expense of preschool education is met by the Ministry of Education and Science (UNESCO, 2011). In Armenia, there are six Higher Education Institutions of State training teachers. In Armenia, teachers are trained by pedagogical formation. According to the Law on General Education, a teacher is required to have a bachelor’s degree at least to be appointed. Students are required to defend their thesis and to pass the exams held by state institutions to get a bachelor's or master's degree. In Albania, the Ministry of Education, Sport, and Youth is responsible for the administration, supervision, and implementation of the education system. In the Albanian education system, preschool education begins at the age of 0-6 and is not obligatory. The institutions providing preschool education are kindergartens and iğnes. İğnes are under the authority of local governments and give service to children aged 0 to 3 years. On the other hand, education in kindergartens involves the education of the children aged 3 to 6 years. The preschool education in public schools is free. According to the national statistics, the schooling ratio was about 81% in 2014-2015. Albania has one of the youngest populations of Europe as 7% of its populations are under the age of 5 years. Hence, it is a country whose educational potential is high. The Ministry of Education and Science conducts country-wide educational activities. In the draft program created by the Ministry of Education and Science in 1993, the emphasis was on the preschool teachers for the children aged 3 to 6 years and on activities giving place for the individual and creative studies preparing the children for real-life conditions and meeting their basic needs. In the program, game-based teaching is at the forefront of educational activities (Eurydice, 2017). In Albania, education is financed by state incomes or private funds. Also, the expenses of the educational institutions of all levels from preschool to university education are provided by state incomes, and private schools are financed by private funds. The preschool teachers in Albania are appointed after completing their education in three-year faculty of education, or the schools of pedagogy consisted of four forms. The teacher-training program contains the disciplines in the field of academic education, pedagogical and psychological disciplines, and teaching practice. (Eurydice, 2017). In Romania, the Ministry of National Education regulates and conducts the national education system. While the schools are financed by the Ministry of Finance, it is also possible to receive financial support from other state institutions and local authorities. In Romania, early childhood education begins at the age of 0-3, but the preschool education involves the education of children aged 3 to 6 years. It is free and voluntary in public agencies (Vaideanu, 1995). The total rate of participation in preschool education was 69,2% in 2017-2018 School Year. In the lesson plans of the preschool education, children continuing their preschool education are subjected to a program, lasting between 24 and 28 hours, including joint activities, language education activities, mathematical activities, environmental science, education for society, practical activities and their elements, music, art, physical education, selected activities, games and other children activities, and optional activities. The teachers who will work in preschool education are required to get a three-year undergraduate education from faculties of education (Vaideanu, 1995). Moreover, teacher candidates take participate in a proficiency exam after attending an interview examination and working as a student-teacher candidate for two years. If they pass this exam, they can become permanent teachers. (Aksarı, 1997). In Serbia, the Ministry of Education, Science and Technological Development is responsible for the development and application of education policies. The preschool education institutions have significant autonomy over regulations and realizations of education programs and other educational activities. The participation in primary school and preschool programs is obligatory and free. According to Law on Preschool Education, the beginning of Early Childhood Education in Serbia is arranged for children aged 6 months to 7 years. ECE is consisted of three levels adjusted according to the ages of the children such as nursery presenting the education for the children aged 6 months to 3 years, kindergarten for the children aged 3 to 5.5 years, and the preschool preparation program for the children aged 5.5 to 7 years. While nursery and kindergarten are voluntary and depended upon the decisions made by parents, preschool education is in the scope of obligatory education. The education is financed by the sources provided by state institutions and local authorities (EURYDICE 2017). In Serbia, the preschool teachers mostly graduate from two-year higher schools. However, for other levels of education like primary education, secondary education, and high school education, teachers are required to graduate from the faculty of education. A teacher appointed to a school as student-teacher has to pass the undergraduate exam giving a right for certification held by the committee of MoES. Moreover, teacher candidates are subject to in-service training related to pedagogy, psychology, and the techniques and methods of teaching. (MoES, 2005). In 2006, the framework program for preschool education was approved by the Ministry of Education and Sport of Republic of Serbia. It is observed that two different program models are applied in these programs (McLachlan et al., 2010). In the first model, a flexible program understanding that children are free to express their thoughts and opinions, and that presents the opportunities suitable for their developmental characteristics are provided to children. Also, in this program, children are given to choose the education activities and materials presented to them freely. In this system, the teacher is in the position of the one who guides and helps in the process of learning (Ministry of National Education, 2006). In the second model, the rights of sufficient care and the opportunity of standard and qualified education are presented to children. Also, in this system, it is purposed to present active researching, problem-solving, game, environment, and art activities to children by supporting their lingual, mathematical and digital developmental characteristics (Ministry of National Education, 2006). In Georgia, schools are under the supervision and control of the Ministry of National Education and Science (Strategy Development Program of MES, 2012). The preschool education in Georgia is for children aged 2 to 6 years and is not obligatory. In the country, with a law implemented in 2016, national standards were brought into all public and private preschool education institutions, and the right to preschool education was granted to all children. Thanks to this law, the rate of participation in preschool education reached 62% among children aged 3 to 5. The preschool education programs contain the activities associated with language, mathematics, science, game, drama, nature, and music according to the developmental level of children (URL5, 2019). Teachers in Georgia receive their education at the University of Tbilisi Educational Sciences and the Institute of Educational Sciences located in Telavi, Tskhinvali, and Tbilisi. However, the preschool teachers and school teachers complete their educations in the colleges. Each academic year consists of two terms. Teacher candidates are evaluated with an examination at the end of each term. During this process, they perform teaching practices with periods varying from 3 or 6 months. The courses like history, political science, psychology, philosophy, physical education, and professional training are obligatory for teacher candidates. (UNESCO, 2011, cited in Gür, 2013). In Georgia, the education is financed under the supervision and control of the Ministry of Education and Science. While the local and private authorities meet the expenses of the preschool education institution, state and families also contribute to financing of these expenses. (UNESCO, cited in Gür, 2013). In the Federation of Russia, the Ministry of Education administers all education institutions. The preschool education in Russia is provided by nurseries and kindergartens (URL1, 2019). According to the laws implemented in 2012, the preschool education is given in nurseries for the children aged 2 months to 36 months, and in kindergartens for the children aged 3 to 7 years old. The preschool education is not obligatory. The schooling ratio in preschool education is about %81 as of 2013-2014 School Year (OECD, 2016). The preschool education is voluntary and partly free. Access to preschool education institutions are guaranteed by the state for all children. In Russia, the preschool teachers are required to complete five-year undergraduate education to graduate (Küçükoğlu, Kızıltaş, 2012). In the Russian education system, teachers are trained in three distinct ways and three different fields. These institutions are pedagogy schools, pedagogy institutes and pedagogy colleges, and universities (Erdoğan, 2000, cited in Telci, 2013). In the country, there are 287 pedagogy schools, 75 pedagogy colleges, 97 higher education pedagogy institution, and 32 state and province universities (Long and Long, 1999). The period of education of these schools lasts four years for primary school graduates, and two years for high school graduates. The pedagogical schools are the institutions training preschool teachers and class teachers. Although public institutions finance education, private sector and voluntary institutions also contribute to the financing of education in Russia. (Savaliev, Kuhtina and Zuyev, cited in Telci, 2005). There are 13 different preschool education programs approved by the Ministry of Education and Science of the Russian Federation. These programs can be applied according to the demands of institutions and families. The programs of preschool education include activities like art, craft, singing, games, and dancing by providing their physical, mental, and moral development (Telci, 2013). Besides, there are courses like physical education and patriotism that are developed to apply in the level of preschool education, and these two subjects are paid special attention. In the Russian education system, the approach of mixed financing has been practiced. In Ukraine, the Ministry of Education and Science is responsible for the administration, supervision, and implementation of all educational institutions. The kindergartens are basic level or pre-starting level of education system. In these institutions presenting education for children aged 3 to 7 years, receiving education is assured by the constitution. It is voluntary for children under five years and obligatory for children aged 6 or 7 years to register the schools (URL4, 2019). Children take courses such as speaking, basic mathematical skills, singing, dancing, foreign languages, and art in education programs. Also, it is given place for the teaching of the language and culture of Ukraine in these programs. (URL3, 2019). In Ukraine, the preschool teachers are trained in the schools of pedagogy and institutions of teacher education located in different parts of the country. The practical training is a significant part of teacher training (URL3, 2019). Most of the preschool education institutions are subject to municipal administration units, but local authorities have difficulty in financing of these schools. Besides, families are demanded to contribute to finance these schools as the funds exerted to finance these schools remain insufficient (URL2, 2019). In Greece, the Ministry of Education, Religious Affairs, Culture and Youth conducts the educational policies. The Ministry is supposed to provide the implementation of educational laws by suggesting law proposals related to this issue (Eurydice, 2013). It started to become obligatory from the 2018-2019 School Year when children turn four (EURYDICE, 2019). The schooling ratio in preschool education in Greece is about 84% for children aged 3 to 6 years according to the statistics of 2013-2014 School Year. (OECD, 2016). In Greece, the kindergartens provide service either independently or under the authority of a primary school. Most of the kindergartens are consisted of public schools, but there are some private schools established for this purpose, also. Although public schools are free, it is obligatory to pay for private schools. All educational institutions in the country are financed by the state (Sezer, Kahraman,2017). In the process of preparing the preschool education programs in Greece, the main aim is to improve the skills of children like communication, creative and critical thinking, individual identity and autonomy, and social skills associated with citizenship. Furthermore, the educational programs are shaped, according to the interests and abilities of the students, in a way that enables to provide learning games, the activities learned by experience, the activities of exercising, case studies, outdoor activities related to environment, and research activities. (EURYDICE, 2019). The preschool teachers receive an education from a department of four-year faculty of education and graduate with a diploma titled Ptychio at the end of their education. In Greece, teachers are appointed as permanent teachers according to the results obtained by a selection exam. (Eurydice, 2013, cited in Saylık, 2014). Conclusion and Discussion In this research, the conclusions obtained from the comparison of the preschool education systems in BSEC countries and Turkey are analyzed by grouping them under five headings. These headings include the administrative structure of the preschool education systems, the mechanisms of preschool education systems, the activities of preschool education systems, teacher-training systems, and educational financing. Within the scope of the data obtained from these headings, it is tried to propose suggestions for the preschool education system in Turkey. There are the formations in which the ministries responsible for administration, supervision, and implementation of the education systems of BSEC countries and Turkey exist. While the ministries of BSEC countries conduct their authority in the frame of horizontal organization or by sharing with local authorities, the Ministry of National Education in Turkey carries out its authority in the scope of vertical organization by centralizing it in a hierarchical structure. Balcı (2006) put forward that the strict hierarchical order within the body of the Ministry, with its chain of command and unity of command, causes to lose plenty of time in resolving the problems in the schools. As a result, in the administrative structure of the education system in BSEC countries, the ministries have a more flexible formation where they use their authority by relatively distributing it to horizontal organizations and local authorities. However, in Turkey, a more centralized educational administrative system is present. The result of the research is in line with the research titled, 'A Study on Education System of England: Comparison with Turkish Education System In Terms of Aim, Structure and Process' conducted by Saylık and Saylık in 2015. Among the BSEC countries, the preschool education for children aged 5 to 6 years in Bulgaria, for children aged 6 to 7 years in Greece, Moldova, and Ukraine and for children aged 5.5 to 7 years in Serbia is obligatory as a condition of preparation for basic education. Also, in these countries above, for the children out of these age groups, preschool education is not obligatory and is depended upon the decisions of parents. On the other hand, it is identified that the preschool education is not obligatory and is depended upon the decision of parents in other BSEC countries like Turkey, Azerbaijan, Albania, Armenia, Romania, Serbia, Georgia, and Russia. Also, on the condition that it is limited to the statistics of the years and age groups existing in literature related to BSEC countries, the schooling ratio of the preschool education can be ranked from the highest to the lowest level relatively as such 85% in Moldova, 84% in Greece, 83.6% in Bulgaria, 81% in Albania, 81% in Russia, 69.2% in Romania, 62% in Georgia and Armenia. There is no information about the situation in Serbia, Azerbaijan, and Ukraine in the literature of this subject. In Turkey, this rate is about 44,2 %. As observed, the schooling ratio in preschool education is relatively high among the BSEC countries where the preschool education is obligatory for a certain period in the scope of preparation for basic education. Besides, the schooling ratio in Turkey remains low when it is compared with the BSEC countries apart from Armenia, where preschool education is not obligatory. The preschool education prepares the child for the school by improving him mentally and physically. It makes him be more successful during his following education period. It is the consequence of this period that a child can recognize himself and his environment, notice himself and the feelings of others, and explore his artistic interests and abilities (Dirim, 2004). Because of this, it shows how, for all children, benefitting from preschool education is crucial. In his research comparing the cost of the preschool education with its benefits, Kaytak (2005) reached the result that the benefit of the preschool education is six or seven times higher than the cost of the preschool education. In the light of this information, it is possible to say that the schooling ratio in preschool education in Turkey is much lower than that of many BSEC countries. In their preschool education programs, it is determined that BSEC countries aim to provide children a national identity by teaching them their language and historical and cultural values. Also, in the preschool education programs of BSEC countries, joint activities are identified as leisure time activities, language activities, games, art, mathematics, brain games, science and environment, environmental education, health, safety, aesthetics, creativity development, observation, drama, and music. In the preschool education programs of Bulgaria and Albania, it is observed that the emphasis is on game and art, and in Russia on physical education and patriotism. However, in the preschool education institutions in Serbia, there is a flexible and autonomous program understanding. The preschool education program in Turkey, with a holistic education understanding, is prepared by taking into consideration children's social, emotional, motor, cognitive and linguistic development fields, the ability of self-caring and the developmental characteristics of children aged 36 months to 72 months. In Turkey, the preschool education has a structure that is childrenoriented, flexible, spiral, eclectic, balanced, game-based, based on learning by experience, that gives weight to creativity and development, that is based on daily experience, that regards the themes/ subjects as a tool, not as a purpose, learning-based, that grounds on cultural and universal values, that participation of parents is necessary, that has a versatile evaluation understanding, and that allows for the adaptations and guidance service for the children with special needs. Within this scope, in the preschool education institutions, activities like the Turkish language, art, drama, music, movement, games, science, mathematics, literacy, and field trips are arranged for children (MEB,2013). It is deduced that the activities in BSEC countries and the activities practiced to provide children a national identity are similar to the ones in the preschool education institutions in Turkey. In this aspect, it is thought that the notable differences in the preschool education programs among the countries are caused by the priority and frequency of the activities practiced in preschool education programs. The most crucial difference in the preschool education among the countries is that the preschool education programs applied in preschool education institutions are determined with a more flexible and autonomous understanding, but in Turkey, there is a country-wide standard preschool education program. Among the countries analysed, the courses taken by teacher candidates during their education, and the requirements for appointment are predetermined in the countries like Turkey, Azerbaijan, and Greece. However, there is no information in the literature associated with the process of the appointment of preschool teachers in Bulgaria, Moldova, Armenia, Albania, Russia, Georgia, and Ukraine. Also, no information on the courses taken by teacher candidates during their education is available about Bulgaria, Moldova, Armenia, Serbia, Russia, and Greece. The main reason why these courses are not mentioned clearly can be linked with the fact that local authorities conduct them. Hence, it is possible to say that each country trains the teachers according to their educational philosophy and educational policies. When the period of education for training a preschool teacher is compared, it is seen that teacher candidate has to receive a four or five-year undergraduate education in Azerbaijan, four-year in Bulgaria, Moldova and Greece, three-year in Albania, three-year after graduation from four-year teacher high school in Romania, and two-year college education in Serbia. Still, in Turkey, preschool teacher candidates have to get a four-year education to graduate. When the period of training is compared in the countries analysed, it is observed that Turkey is one of the leading countries. This situation can be revised according to the need for preschool teachers. Teacher candidates are given courses like field knowledge, pedagogical formation and general knowledge in Azerbaijan, like academic courses in Georgia, like pedagogical courses, teaching profession knowledge and mostly teaching practice in Armenia, and like pedagogical courses and teaching practices. In Turkey, preschool teacher candidates take courses like general knowledge, teaching profession knowledge, and field knowledge. During the period of education training preschool teachers in the countries analysed, it can be seen that teacher candidates take pedagogical courses, field knowledge courses, teaching profession knowledge, and teaching practice courses. Particularly in Georgia, Albania, and Ukraine, it has been identified that teaching practices are taught intensively in the process of training of preschool teachers. In this respect, it is identified that the courses for teacher candidates are similar to each other in these countries. On the other hand, the frequency and intensity of teaching practice courses for the preschool teacher candidates becomes a subject matter that should be studied by the experts of this issue. Although in Azerbaijan, Bulgaria, and Russia, the preschool teacher can be appointed without any examination, in Armenia, it is required to obtain the condition of minimum competence from higher education institutions dependent on the state. There is an obligatory to pass the certification exam in two years after the appointment in Serbia, and in Greece to pass the public personnel selection exam after completing the undergraduate education. In Romania, it is required to pass the interview examination, to complete a two-year training period as a student-teacher, and to enter the qualifying exam in order to become a permanent teacher. Contrarily, in Turkey, preschool teacher candidates, after completing the graduate education, have to pass the exam, KPSS, to attend an interview examination, and to be successful in this exam. Teacher candidates are firstly appointed as contractual teachers, and after a threeyear service in the place where they are appointed, they become permanent preschool teachers. When this situation is compared with the other countries analysed in this research, it is determined that meeting the requirements to be appointed as a preschool teacher turns into a relatively difficult and exhausting process in Turkey. In the countries analysed, preschool education is financed by the state, local authorities, families, and volunteer institutions. Still, in Turkey, it is deduced that financial support for preschool education is provided by state, families and volunteer institutions and that for this issue, local authorities, especially municipalities, do not give enough support for preschool education institutions. According to the conclusions obtained from this research, such suggestions can be developed to improve the preschool education system in Turkey: The centralized administrative structure of the education system in Turkey can be transferred into a regional administrative structure by revising it. Therefore, in the preschool education level, as in other education levels, the speed and quality of work and transactions can be increased. In Turkey, it is made an essential investment for the future of Turkey by making preschool education obligatory.
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