My School My Future Project - 2010 Final Report

8/4/2019 My School My Future Project - 2010 Final Report

http://slidepdf.com/reader/full/my-school-my-future-project-2010-final-report 1/51

1

MY SCHOOL MY FUTURE

I’m going to school, I’m building my future

My School My Future Project

March-December 2010 Activities

Technical Final Report



2

MY SCHOOL MY FUTURE 2010 ACTIVITIES TECHNICAL FINAL REPORT

Project Name My School My Future

Project Partners ING Bank, Community Volunteers Foundation, Istanbul Bilgi University

Children’s Studies Unit

Financial

Supporters

ING Bank, Western Union

Project Initiation

Date

15.03.2010

Report Date Range 15.03.2010 - 07.12..2010

EXECUTIVE SUMMARY

My School My Future Pilot Project is an education project that intends to promote school attendance

and prevent students from dropping out before graduation.

Statistics have shown that schooling rate has not yet reached 100% in eight year primary school

education in Turkey, which has been a legal obligation. My School My Future Pilot Project basically

aims to encourage primary education level children to attend school and not to drop out before

graduation.

Non-attendance is an important problem in Turkey. It also brings along dropping out of school. The

rate of dropouts is 2.6% among all students in Turkey. The most common reasons for non-

attendances are academic failure, exclusion from society, inability to get accustomed to school and

the bad financial situation of the parents. To envision the seriousness of non- attendance in Turkey,

we can have a look at the rates of non-attendance in some cities: 19% in Ağrı, 16% in Şanlıurfa, 8% in

Batman and 6% in Edirne.

My School My Future Pilot Project aims to support the students for school attendance while dealing

with the problem of non-attendance in three ways. Those are: giving curriculum support in order to

keep the students from distancing themselves from the school because of being unsuccessful;

facilitating social activities to help them discover their talents and express their preferences while



3

making school more attractive and fun; organizing activities to raise awareness of parents and public

of the importance of attendance.

Thanks to the project partners, Istanbul Bilgi University Children’s Studies Unit (ÇOÇA) and

Community Volunteers Foundation (TOG) , My School My Future Pilot Project directly and indirectly

reached out to 928 children and 465 parents in the activities done in the three month period

between March-July 2010. In this period, 117 young Community Volunteers worked in the project

activities.

Within the scope of the work field, TOG, in the pilot term of My School My Future project;

Gave academic and social activities support in five different cities,

Contributed in implementing painting workshops and arranged end of term,

Contributed in strengthening young people’s personalities and increased their benefit to the

society,

Arranged alternative techniques training.

Within the scope of the work field, ÇOÇA, in the pilot term of the My School My Future Project;

Implemented My School My Future-Working With Children Trainings to strengthen

Community Volunteers Youth and ING Bank volunteers’ skills on working with children,

Created social advertisement and documentaries in order to increase consciousness and

sensibility on attendance to school,

For the creation of social advertisements and documentaries, implementing painting

workshops that aim to underline the importance of school for children in the participant

schools,

Carried out the cooperation and dialogue practices with the institutions and corporations

that are active on the issue of regular school attendance.

In My School My Future project, ING Bank Turkey Headquarters and branch offices in five cities:

Worked to raise a sense of social responsibility in ING Bank employees,

Encouraged local employees to volunteer actively,

Got into contact with children and teenagers individually during the project period,

Pioneered volunteering in a social responsibility project actively and institutionally.



4

PROJECT INFORMATION

Project Cities

Edirne, İstanbul, Düzce, Tokat and Malatya

Community Volunteers Organizations Involved

Trakya University, Mimar Sinan University, Düzce University, Gaziosmanpaşa University, İnönü

University.

Project Schools

Edine: Cumhuriyet İlköğretim Okulu

İstanbul: Cevrikalfa İlköğretim Okulu

Düzce: Çamköy İlköğretim Okulu

Tokat: Çamlıbel İlköğretim Okulu

Malatya: Şehit Yüzbaşı Hakkı Akyüz İlköğretim Okulu

Target Group

6th, 7th and 8th grade students of the project schools,

The parents of the students who participate in the project activities,

Young Social Volunteers (in the 17 to 25 age group) who participate in the project,

And the local community and the public in general who follow the activities.

Project Purposes

My School My Future project promotes school attendance among the 6th, 7th and 8th grade project

students in three ways:

Giving curriculum support to help them get better grades at school,

Organizing social activities to enable them to express what they want and need in order tocontinue with their studies,

Organizing activities to raise awareness of the parents.

The goals that we have in mind to reach in order to attain our main goals:

Increasing success by giving curriculum support (in Mathematics, Turkish Language, Science)

along with the alternative activities that encourage students to actively participate.

Helping students to get to know the fields that they can develop their skills in (drama,

dancing, painting, graffiti, music, rhythm, poetry, chess, and sports) and creating fields in

which they can discover their talents.



5

Developing conceptions of democracy and tolerance among students.

Informing the students of their rights as children and students and strengthening them to

defend these rights.

Facilitating the support and participation of the parents and the local public for the project.

Raising awareness of the parents in relation to the contribution of the school to the future

success of the students.

Reaching out to 150 students from each of the five project schools to benefit from the

project.

Contributing to self development of 75 young volunteers from 5 Community Volunteers

organizations.

Project Partners

Ministry of Education

ING Bank Management and employees

ING Group

Expected Outcomes

At least 150 children from each project school will be provided with curriculum support.

At least 250 children in total will p lay Rengârenk1 game.

At least 250 children in total will play Söz Küçüğün2game.

At least 150 children will participate in the Life Skills Training.

At least 100 children will participate in Community Volunteers painting workshops

There will be trainings about working with children and children rights with the participation

of the 75 young volunteers. With the help of these trainings, the young volunteers will learn

how to work with children and children rights.

An Alternative Techniques Guidebook will be prepared in the future periods of the project.There will be End of the Term Festivals in 5 project schools at the end of the academic year.

In these festivals, the project will be able to reach out to at least 200 students, school

managements and parents apart from the students who have already participated in the

project.

Children Studies Unit will shoot a short documentary film in order to raise awareness in both

children and parents and a social advertisement film to be used in various communication

1 “Rengârenk” means “flamboyant, colourful”.

2 “Söz Küçüğün” means “it is the youngster’s turn to speak up”.



6

channels in order to inform the public about the project. These two films will be used in the

following terms of the project:

At least 15 young volunteers from the project groups that are matched with one school will

work voluntarily in one social responsibility project. By the time the pilot term is over, at

least 75 young volunteers will have worked in My School My Future Project.

Young volunteers will be the ones to raise some of the funds for the project activities using

the local resources.

Thanks to the project, at the end of the pilot term, at least 1250 people will directly or

indirectly be informed about My School My Future project.

The project will encourage the ING Bank employees to be sensitive about the needs of the

society they live in by raising their sense of social responsibility

Monitoring and Evaluation

Dr. Ekrem Düzen from Sabancı University Personal Development Center developed criteria for

monitoring and evaluation in the first term of the Voluntary Support for Education Project.

Monitoring and evaluation work were done according to those criteria, after Umur Gökçe revised the

scheme of the work by taking the purposes of the project into consideration. After the revision, it

was decided that the methods of monitoring and evaluation would be conduction of pre-

questionnaire, formative questionnaire, and complementary questionnaire and meetings with school

principals, teachers and children.

Evaluation Meeting

Evaluation meeting was held at the end of the first half of pilot term of the project. The venue and

the program of the meeting were determined according to the needs and the progression of the

project. Two young people from each of the project organizations participated in this meeting. The

feedback from the Young Community Volunteers and ING Bank volunteers were utilized in the

planning process of the following steps of the project. Umur Gökçe supervised and evaluated the

project and participated in the evaluation meeting.

NUMERIC SUMMARY OF PROJECT ACTIVITIES

In the 5 project cities, in total, 117 Young Community Volunteers, 28 ING Bank volunteers and 575

children participated in the project. The numbers of the Young Community Volunteers that

participated in the project were nearly the same for each project city. The number of the ING Bank



7

volunteers was highest in Edirne. In the other cities, there were 3 volunteers from ING Bank on

average. The number of participants differed according to the number of the students that each

school has.

Table 1: Numbers of Participants of My School My Future Project per city

PARTICIPANTS

NUMBER OF YOUNG COMMUNITY

VOLUNTEERSNUMBER OF ING BANK VOLUNTEERS

NUMBER

OF

CHILDREN

EDİRNE 26 13 75

İSTANBUL 23 3 60DÜZCE 28 2 80

TOKAT 21 6 129

MALATYA 19 4 231

Grand Total 117 28 575

Table 6: Participants of My School My Future Project (October-November)

PARTICIPANTS

NUMBER OF

YOUNG

COMMUNITY

VOLUNTEERS

NUMBER OF ING BANK

VOLUNTEERS

NUMBER

OF

CHILDREN

İSTANBUL 10 5 28

DÜZCE 25 0 15

TOKAT 9 4 35

MALATYA 19 3 92

Grand Total 63 12 170

Table 7: Division of support according to weeks and provinces (March-November)

WEEKS EDİRNE İSTANBUL DÜZCE TOKAT MALATYA

19-26 March Training Training

26 March - 2

April Training Training Training Training2-9 April Lesson Social Training Training Training Training



8

9-16 April Lesson Lesson Lesson Social Lesson Lesson

16-23 April Lesson Lesson Lesson Social Lesson Lesson

23-30 April Lesson Social Lesson Social Lesson Lesson

30 April - 7 May Social Social Lesson Lesson Lesson Social Lesson Social

7-14 May Lesson Social Social Social Social Social Lesson Social

14-21 May Lesson Social Social Lesson Lesson Social

21-28 May Lesson Lesson Lesson Lesson

28 May- 4 June

4-11 June

SUMMER VACATION

27 Sept-3 Oct Publicity

School

visit Publicity

School

visit Publicity

School

visit

School

visit

4-10 Sept Meeting Lesson Social Lesson Lesson

11-17 Sept Lesson Social Lesson Social Lesson Social 18-24 Sept Social Lesson Social Lesson Ders Lesson Social

25-31 Sept Lesson Social Lesson Social Lesson Social Lesson Social

1-7 Sept Social Lesson Social

8-14 Sept Vacation Vacation Vacation Vacation

SACRIFICE HOLIDAY

22-28 Nov Lesson Social Vacation Vacation

Total hour: 10 6 22 20 16 12 16 12 30 14

Since the attendance level on average is 3 days a week in İstanbul, the number boxes referring to the

curriculum and social activities support were multiplied by three. For the other cities, the number of

boxes was multiplied by two. Left column shows the hours spent for curriculum support and the one

on the right shows the hours spent for social activities support. The amount of hours below each city

is calculated according to these data.

SCALE

Final Terms of Universities

Social Activities Support

My School My Future Project

Curriculum Support

Hours spent in total for the activities

PROJECT ACTIVITIES



9

In the pilot term of My School My Future Project there were these activities respectively: working

with children and children rights training, curriculum support and social activities support, painting

workshops, alternative techniques training, end of the term festivals and monitoring and evaluation

meeting. The timetable for activities is shown below.

Table 6: My School My Future Project Activities (March – November)

March April May June Sep Oct Nov Dec

Working with children and children rights training

Curriculum support and social activities support

Painting Workshops

Alternative techniques training

End of the term festivals

ING Bank volunteering training

Documentary displays

WORKING WITH CHILDREN TRAINING

In My School My Future project, between March 20th and May 4th, Istanbul Bilgi University

Children’s Studies Unit held training for the local organizations of Community Volunteers and local

ING Bank employees in order to inform them about the principles of working with children and

children rights based approach.

The participants of these training were Mimar Sinan University from İstanbul, Trakya University from

Edirne, Düzce University from Düzce, İnönü University from Malatya and Gazi Osman Paşa University

from Tokat and also local organizations of Community Volunteers and local ING Bank employees.

The purposes of the training

To make the Project volunteers embrace My School My Future project.

To inform the project volunteers who will meet the children and work with them in social

activities, curriculum support and life skills trainings about the principles of working with

children and the children rights based approach.

To allocate volunteers some materials by which they can talk about the rights of children

with children themselves and informing the volunteers about the rights of children (Söz

Küçüğün and Rengârenk Games)

To ensure that ING Bank, Community Volunteers organizations and My School My Future

Project volunteers act in unity after the training.



10

A two day training program was prepared according to the purposes stated above. Melda Akbaş,

Gözde Durmuş, Zeynep Kılıç and Ferhat Mahir Çakaloz, 4 teachers, participated in these training

sessions as instructors in the name of Children Studies Unit.

The feedback from the training and evaluation meeting has provided important data for the future

terms of My School My Future Project. The education program and the timing of the trainings for the

following years will be shaped according to these data.

Table 6: The dates and participant numbers of Children Studies Unit trainings

City Dates

Number of Young

Community

Volunteers

Number of ING Bank

Volunteers

EdirneMarch

27th-28th 15 and 14 3 and 2

İstanbul March

20th-21st 12 and 10 0

Düzce

March

27th-28th 18 and 16 0

Tokat

April 3rd-

4th 22 and 19 6 and 6

Malatya

April 3rd-

4th 16 and 11 4 and 0

N.B.: The participant numbers are the numbers of the participants coming on the first and second days of the training.

Edirne

Working with children training was held with the participation of Community Volunteers organization

of Trakya University and ING Bank Edirne Branch Office volunteers on March 27th and 28th 2010.

There were eighteen participant volunteers in each of the two training sessions. The instructors were

Zeynep Kılıç and Gözde Durmuş. The first training session was held in seminar hall of the Trakya

University Balkan Campus Central Library, the second session was held in Ayşe Kadın, Youth

Education Center.

Observations about the Training: In the first session there were 3 ING Bank volunteers. However,

the second day, the number increased to 4. ING Bank volunteers and Community Volunteers of

Trakya were enthusiastic about the project, which led to cohesion. All of the participants joined in

the exercises with enthusiasm. The training sessions were concluded in compliance with the

timetable. However, there was a 40 minute delay in the beginning of the session on Sunday, because

of the confusion due to the clock shift of daylight saving time system.



11

Participants’ Impressions of the Training: Despite the negative expectations and worries, this

training was fun for the participants and it changed the perception of children in their minds. In the

training, the participants learned how to regard children as individuals and they also learned and

practiced working in groups.

Participants’ Impressions of the Project: The participants were open to all the information that the

training provided. They knew about the project in detail when the training sessions started as they

got the project guidebook in advance. After the training, the participants were clear about the

project. Before the training, the instructors relieved participants’ worries about the project and

working with children. Generally they were all excited by the project and they want to be efficient in

it.

Instructors’ and Community Volunteers’ Impressions of the Training and the Project: For the

project, the program which was revised after the training was applied and there was no problem

with time management and project program. With the help of the short films, the participants had

the chance to revise the subjects that they discussed in the training. The participants were informed

about Community Volunteers and ING Bank in more detail. The participants were reassured about

the sustainability of My School My Future Project.

Participants of the Working with Children and Children Rights Training in Edirne



12

İstanbul

Working with Children training of İstanbul was held in Bilgi University Santral İstanbul Campus on

March 20-21, 2010. The participants of the training were Mimar Sinan University Community

Volunteers. Ferhat Mahir Çakaloz, Gözde Durmuş and Melda Akbaş were the instructors of the

training. On the first day there were 12 participants and on the second day there were 10

participants.

Observations about the training: Of the 21 expected participants from Mimar Sinan University

Community Volunteers Group, there were 12 participants present on the first, and 10 participants

present on the second day. It was decided that the present participants would inform the others

that missed the training. The participants gave positive feedback, they stated that the training was

full of energy and it was fun. However, the participants also stated that this two day training had a

heavy schedule and it was tiring. Therefore the second day program was changed and Söz Küçüğün

Game was postponed to another project meeting of MSU Community Volunteers considering that

there were more points that the participants wanted to talk, share and discuss about the principles

of working with children and that it was always easy to reach the group for organizing a session.

Participants’ Impression of the Training: For the participants, the training made the project

understandable. It was not formal and it attracted attention to the various subjects that are not

discussed often. It taught the participants how to be patient, manage crises and how to empathize.

It changed the approach of the participants to children.

Participants’ Impressions of the Project: They did not ask questions about the project in detail. The

participants knew about the project as they received the project guidebook in advance. With the

help of the training they were clearer about the project. The participants were worried about

working with children. However, they got over these worries that they had before the training. They

were generally very excited about the project and they were eager to be efficient in it.

Instructors’ and Community Volunteers’ Impressions of the Training and the Project: After this pilot

training, the instructors decided to hold a meeting about the timing and the content of the project.

Participants were a little worried because of the fact that this is a pilot project (that it might not

continue in the future) and that the children in their school were “more active than normal”. The

instructors think that they can get over these worries in the course of time.



13

A photo taken in İstanbul Working With Children and Children Rights Training

Düzce

Working With Chidren Training was held in Chamber of Pharmacists of Düzce in March 27th and 28th

of 2010. Ferhat Mahir Çakaloz and Melda Akbaş were the instructors in the training. On the first day

of the training, there were 18 participants from Düzce University Community Volunteers organization

and on the second day, this number decreased to 16.

Observations about the Training: Of the 23 expected participants from Community Volunteers, there

were 18 participants on the first and 16 participants on the second day. (One participant came very

late, near the end of the training session.) There were not any participants from ING Bank. The

participants were enthusiastic about the project as it was the first project that they had participated

in. A team spirit was soon developed as the group came together for their first project. The

participants stated that they found the training session fun, but tiring. In the training sessions, all the

subjects in the program were covered, even if there were some problems with complying with the

timetable. Because the sessions took longer than planned, the group decided to have longer breaks,

including the lunch break.

Participants’ Impressions of the Training: It was an enjoyable and different training which attracted

attention to the subjects that are not commonly discussed. In the training it was emphasised that

everyone learns in a different way. According to the participants, the training helped them change

their approach towards children.



14

Participants’ Impressions of the Project: The participants did not ask any questions about the project

in detail. They knew about the project in detail as they got their project guidebooks in advance. After

the training, there weren’t any unclear points left. Before the training, the project group helped the

participants to be comfortable with the idea of working with children. The participants were

generally very excited about the project and they wanted to be efficient in it.

Instructors’ and Community Volunteers’ Impressions of Training and Project: For Düzce, the

training program was the one that was revised after the training sessions in İstanbul. The training in

Düzce was very successful. The short films helped the participants to revise the important points. The

participants had the chance to learn about Community Volunteers and ING Bank a little bit more.

With the help of this training, the project group and participants of the training were reassured that

My School My Future project would continue in the future. They got more and more confident about

the content and purposes of the project.

A photo taken in the training in Düzce

Tokat

Working with Children training was held on April 3-4, 2010 in the meeting hall of the Grand Gümüş

Hotel in Tokat. From Gazi Osman Paşa University Community Volunteers organization, there were 28

participants on the first and 25 participants on the second day session of the training.



15

Observations about the Training: On the first day of the training there were 22 and on the second

day, there were 19 participants from Gaziosmanpaşa University Community Volunteers Organization.

Of the ING Bank volunteers, there were 6 participants on each day of the training. On the first day,

ING Bank Tokat branch manager and employees and also Amasya branch manager Orhan Bey

participated in the training. On the second day the participants from ING Bank were not the ones

who participated on the first day. During the presentation, on the part where ING Bank was

introduced, ING Bank employees told that they were there as volunteers. However, local ING Bank

employees did not know about the project. At the end of the day, ING Bank volunteers and

Community Volunteers Organization had a meeting to discuss about how to establish coordination.

The participants stated that the short films were very helpful. Some participants were dissappointed

because of the lack of creative drama and role playing in the program.

Participants’ Impressions of the Training: The participants stated that, the training was enjoyable

and exciting and taught how to work as a group. They said that the training changed the way they

perceive children and it taught them how to approach them more consciously.

Participants’ Impressions of the Project: The participants were open to all information that the

training offered in order to be more efficient during the project activities. Before the training, the

participants were relieved of their worries. They were generally very excited about the project.

Instructors’ and Community Volunteers’ Impressions of the Training and Project: Ovayurt

İlköğretim Okulu, which was chosen as the pilot school, is the only primary school in the village

Ovayurt and there aren’t any students in the 6th , 7th and 8th grade. The students go to another

school in a village far away from their own village for the higher grades of the primary education.

Therefore, a decision regarding school change will be taken after consulting ING Bank. Because the

participant number was over 20, which was the expected number, not every participant had the

chance to participate enough in the discussions. Before continuing the project next year, there

should be a different training period for the local ING Bank employees in order to inform them about

the project so that they participate more in the next project. The positive attitude of the ING Bank

employees and the collaboration of Community Volunteers organization with ING Bank employees

contributed greatly both to the training and the project.



16

A photo taken in the training in Tokat.

Malatya

The training for the volunteers of Malatya was held in Şehit Yüzbaşı Hakkı Akyüz İlköğretim Okulu in

Melek Baba district on April 3rd and 4th. Of the Community Volunteers Organization of İnönü

University and ING Bank Malatya Branch Office Volunteers, there were 20 participants on the first

and 11 participants on the second day of the training. Ferhat Mahir Çakaloz and Gözde Durmuş were

the instructors of the training.

Observations about the Training: There were 4 ING Bank volunteers in the sessions that lasted until

4 o’clock in the afternoon on the first day of the training. Of the volunteers of İnönü University, some

were late, some did not participate and some left early. On the second day of the training all the

participants were the Community Volunteers. Some of them arrived late, and some left early. ING

Bank volunteers stated that they were informed about the training very late and they had very little

information about the subject. As they did not know the two day obligatory participation rule, they

left early. The training on the second day was not efficient because some volunteers had to work

with the children and they had to partcipate in the training in the school they would work and they

attended the training irregularly. On the second day the games with children were planned to start at

2 o’clock in the afternoon. However, as the children arrived school early in the morning, they

participated in all the sessions. The children and volunteers played Söz Küçüğün and Rengârenk

games, with the help of the instructors. The children participated in the training about the principles

of working with children. The participant volunteers later told that they were satisfied to be with

children in such training, learning what the children think and discussing the subject with them.



17

Participants’ Impressions of the Training: In the training the participants learned that one had to

learn the needs and ideas of the children. The training made it easier to work with children and it

elaborated the work that has to be done with the children.

Participants’’ Impressions of the Project: Participants were open to all kinds of information and

ideas in order to be efficient in the project. Before the training, they were relieved of their worries

about working with children. The presence of children in the training helped the volunteers to ease

their worries about working with children.

Instructors’ and Community Volunteers’ Impressions of the Training and Project: It was noticed that

some of the volunteers were very eager to work in the project. However, some of the volunteers

were reluctant and were not careful enough about the rules of the training. Because the training was

in the school that was chosen as the project school, ING Bank branch manager was introduced to the

school principal, the volunteers had the chance to meet the head of the school council and they had

the chance to visit the neighborhood. However, there were some disadvantages of this situation. For

example; as the project school was far away from the city centre, lunch organization was very

difficult. In addition to that, the situation became chaotic as the children participated on Sunday

training and one day’s activities for children couldn’t be done.

A photo taken in the training in Malatya



18

CURRICULUM AND SOCIAL ACTIVITIES SUPPORT

My School My Future Project groups determined a curriculum and social activities support after the

trainings that were organized in the project cities. According to the spare time of the principals of

the project schools, curriculum and social activity support was given on weekdays in some schools

and at the weekend in the others. The project group determined the lessons for which curriculum

support was needed. In the table below, we see on which days the project activities were done.

Tablo12: Project days in cities

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Edirne

İstanbul

Düzce

Tokat

Malatya

Edirne

Preparation and Application of Schedule: After meeting with the school principal, there were some

worries about the course program that was strictly followed at school. The school managementfeared that their own program might be interrupted because of the project. Therefore it was decided

that the project program would be applied at the weekend without disturbing the classes in which

the school teachers themselves taught. Community Volunteers project group went to school at the

weekends. In Edirne Cumhuriyet İlköğretim Okulu, The curriculum and social activities support was

given in these fields:

- Geography

- Turkish Language

- Social Studies

- English Language

- Origami

- Söz Küçüğün Game

- Rengârenk Game

Participation in Curriculum and Social Activities Support: In Edirne, a high number of Young

Community Volunteers and ING Bank volunteers participated in the project. The project group of

Edirne was the only one which prepared the curriculum together. From the very first day on, ING



19

Bank Edirne branch manager and staff participated in the project activities on a regular basis. They

went to the school three weekends per month. The number of the Community Volunteers who

participated in the project was high in the beginning. However, this number dropped near the end of

the term. The number of the participant children also dropped. The hot weather and the fact that the

project started in the second half of the second term made it difficult to inform the people about the

project and to attract people’s attention to the project. In total, there were 26 Young Community

Volunteers, 13 ING Bank employees and 75 children who participated in the project.

İstanbul

Preparation and Application of Schedule: The project activities were done on the weekdays in

İstanbul Cevrikalfa İlköğretim Okulu. The school principal told that participation would be higher on

the weekdays. The project group shared the days and the lessons according to the spare hours.

Because of the physical condition of the school, among the other social activities, there was less time

allocated for sports. Curriculum and social activities support was given in these fields:

Mathematics

Science

English Language

Turkish Language

Social Studies

Music

Dancing

Painting

Söz Küçüğün Game

Rengârenk Game

Participation in the Curriculum and Social Activities Support: In İstanbul, Mimar Sinan University

had some problems of coordination at the beginning of the project. As they had a very crowded

group, this coordination problem did not have adverse affects in the project period. ING Bank joined

the project group late. However, after ING Bank volunteers joined the group, they participated in the

activities on a regular basis. As the children in İstanbul had more options of activities such as the

historical sightseeing tours that the school organized. Some of the children were not as enthusiastic

about the activities as others since the weather got hotter. In total, 23 Young Community Volunteers,

3 ING Bank volunteers and 60 children participated in the My School My Future proj



20

Düzce

Preparation and Application of Schedule: The school principal in Düzce supported the project while

demanding that the project activities should be in line with the activities that are wanted in the

school. The principal emphasized that My School My Future project group should support the festival

that he wanted to organize at the end of the term. Regarding the intentions of both parts, a program

was prepared and the project volunteers went to school on Fridays and Saturdays. In Düzce Çamköy

İlköğretim Okulu, curriculum and social activities support was given in these fields:

English Language

Mathematics

Science

Placement Exam

Basketball

Volleyball

Salsa Dancing


Rengârenk Game

Participation in the Curriculum and Social activities Support: As My School My Future project was

the first project that Düzce University Community Volunteers would participate in, it was very

important for the Young Volunteers. Their motivation was high till the end of the term and the

coordination among the volunteers was very well established. ING Bank Düzce branch Office

employees were not informed about the project. They got to know the Young Community Volunteers

very late, especially because they did not participate in the training sessions. The collaboration

between the ING Bank volunteers and Young Community Volunteers that began in April continued

until the End of the Term Festival. ING Bank volunteers did not participate in the project on a regular

basis. Çamköy İlköğretim Okulu is far away from the city centre. Therefore the activities done in the

school were very important for the local community and they participated in the activities. The

enthusiasm of the children for the project did not decrease till the end of the term and they attended

the activities on a regular basis. 28 young community volunteers, 2 ING Bank volunteers and 80

children participated in the My School My Future Project in Düzce.

Tokat

Preparation and Application of Schedule: As Tokat was included in the project later than the other

cities, the project started later in Tokat. The schools in the city centre reported that they did not



21

need curriculum and social activities support. After changing project school twice, the project started

finally in the Çamlıbel Primary School in Çamlıbel district of Tokat. The project volunteers went to the

school for the curriculum and social activities support at the weekends. The support was given in

these fields:

English Language

Social Studies

Football

Volleyball

Basketball


Rengârenk Game.

Participation in the Curriculum and Social Activities Support: My School My Future Project was the

first project that the Community Volunteers of the Gaziosmanpaşa University had participated in.

They were both excited and worried about working with children. ING Bank employees of Tokat

participated in the project activities from the beginning to the end. When some problems emerged

because of project school change, the project volunteers in Tokat handled those problems

themselves as a group. After changing the project school twice, it was Tokat Community Volunteers

branch office manager who found Çamlıbel İlköğretim Okulu for the project. Students of Çamlıbel

İlköğretim Okulu are transported to the school from different villages. Therefore, the fact that the

project was applied in this school attracted the children to school and the participant number was

very high for Tokat. There were 21 Young Community Volunteers, 6 ING Bank volunteers and 129

children participants in the project.

Malatya

Preparation and Application of Schedule: Malatya Şehit Yüzbaşı Hakkı Akyüz İlköğretim Okulu

management was very enthusiastic about the project. Therefore school management and

Community Volunteers embraced the project in this school very quickly. The project started

immediately after the training days. My School My Future Project Volunteers went to the school at

the weekends. As the school is situated in a neighborhood in which the residents are mostly internal

migrants, the project group helped the students for Placement Test. Curriculum and social activities

support was given in these fields:



22

Mathematics

Science

Social Studies

English Language

Placement Test


Rengârenk game

Participation in the Curriculum and Social Activities Support: My School My Future project group of

Malatya is a very well organized group which has long years of experience in projects. Therefore the

motivation was high all through the project period. ING Bank volunteers did not attend the activities

on a regular basis. However, Young Community Volunteers were in contact with each other during

this period. As Şehit Yüzbaşı Hakkı Akyüz İlköğretim Okulu has a very high number of students, the

number of the participants was accordingly high There were 19 young community volunteers, 4 ING

Bank volunteers and 231 children participants in the project.

PAINTING WORKSHOP, DOCUMENTARY, SOCIAL ADVERTISEMENT, INTERNET EXPOSITION AND

PUBLICATION

Painting Workshops

Purposes

To facilitate an atmosphere where children can realize that school is very important for their

lives and futures in a workshop of 20 to 30 participant children.

To help them notice that school is not only for education but also for development of social

skills.

To learn how the children feel about school and why they think it is important. To make them

realize that they can express themselves in different ways; through speech or

painting/collage.

In order to create documentaries and social advertisements about the lives of the children as

outcomes of the project, the workshops were filmed. 94 children in 5 pilot cities participated in those

workshops.



23

Table 13: Dates and participant numbers of painting workshops.

City School Date

Number of

Participant

Children

Young

Community

Volunteers

ING Bank

Volunteers

Edirne Cumhuriyet İ.Ö.O 5.2.2010 10 4 2

İstanbul Cevrikalfa İ.Ö.O 5.9.2010 8 4 2

Düzce Çamköy İ.Ö.O 5.8.2010 25 8 2

Tokat Çamlıbel İ.Ö.O 5.16.2010 23 4 3

Malatya Şehit Yüzbaşı Hakkı Akyüz İ.Ö.O 5.15.2010 28 5 2

Grand

Total 94 25 11

Documentary Film, Social Advertisement, Internet Exposition and Publication

Documentary group members were Tayman Tekin and Arda Erkmen. Melda Akbaş worked in the

workshops to help the process. Workshop program is shown below.

Table 14: Workshop Program

14.00-14.30 Greeting

Names and patterns-introduction

Talking about the purposes and the program of the workshops.

14.30-15.50 Workshop about the importance of schoolVisual association: The children were shown different pictures (rainbow, lighthouse, cloud,

flower, library, ball, bird, wheat) and asked to say what came to their mind first when they

saw the pictures.

Workshop about the Importance of School- Painting and Collage

The children were asked to express their thoughts about the importance of school to each other

through painting and collage.

16:00-17:00 Explanation of paintings

Documentary & Social Commercial

Documentary montage period began in June 2010. The documentary will be used in the following My

School My Future project to learn what the children think about the project in the meetings with

teachers, parents and children themselves.

The social advertisements will be used to raise awareness about the importance of school

attendance and to attract the attention of the public.

Children Studies Unit prepares the documentary and social advertisement and then it shares the

work done with the project partners during the process and gets feedback.



24

Internet Exposition & Publication

The interviews that were done with children during the workshops have already been deciphered.

The photos and quotes from children were sent to the web design agency.

The project group will produce another work resembling this one, to present in CD format with the

documentary and social advertisement. This work will be distributed to the participant children,

volunteers and will be used by the project partners for communication and publicity purposes.

ALTERNATIVE TECHNIQUES WORKSHOP

In My School My Future project, it is very important that school is a very attractive place for the

children. Giving curriculum support to the unsuccessful children with informal methods and helping

them to love the school are some of the basic purposes of the project.

ENKA Okulları (ENKA Schools) is an expert in using alternative techniques in education. It has

cooperated with Community Volunteers for a long time. It organized one day training for Young

Community Volunteers and one day training for ING Bank volunteers about giving support to children

by using alternative techniques. The training program covers informal techniques that help the

children learn and have fun at the same time and that aim at active participation of children in the

social activities that will follow the curriculum support which will be given by the Young Community

Volunteers. The purpose of the training is to teach the young volunteers how to use techniques that

help the children learn faster with experimental approach to learning. Alternative activities will

involve informal techniques that will help the children learn by doing experiments and practicing the

things they learn. These techniques also aim at helping the children participate actively in the

learning process.

Alternative techniques training were held in Enka Schools on May 22nd and 23rd 2010. The training

instructors were 19 volunteer teachers from Enka Schools. There were 19 Young Community

Volunteers and 4 ING Bank volunteers in the training. One problem encountered during the training

was the number of the participants. The dates were inappropriate for the volunteers because of their

final exams. Therefore the number of participants was low.



25

Volunteer Teachers in the Alternative techniques Training

Young Community Volunteers and a Teacher in the Alternative Techniques Training



26

Physical Education Activities in the Alternative Techniques Training

Table 8: Program of the Alternative Techniques Training

Saturday May 22

Breakfast

10:30-10:40

Welcoming Presentation of ING Bank and

ENKA

10:40-11:00Orientation games

11:00-11:30 Physical Education activities

11:30-12:00 Mathematics activities

Lunch

13:00-13:30 Decimal Places

13:30-14:00 Reading activities

14:00-14:30 Usage of technology/Mimo

Refreshments

14:45-15:15 Class games

15:15-15:45 Çarpan zarlar (dices)

15:45-16:15 Non Standard Angle Measures



27

Sunday May 23

Breakfast

10:30-11:00 Developing class spirit

11:00-11:30 Music and dancing

11:30-12:00 Creative writing

Lunch

13:00-13:45 Artistic activities

13:45-14:30 Artistic activities

Refreshments

14:45-15:15

Elektrik sihirbazı (Electric Magician)

15:15-15:45 Brain Gym

15:45-16:15 History

END OF THE TERM FESTIVALS

After the first half of the pilot term was over, end of the term festivals were organized respectively in

Malatya, Edirne, İstanbul, Tokat and Düzce. The aim of the festivals is to inform the children and

parents who did not participate in the project and to play the games Söz Küçüğün and Rengârenk

that teach the concepts of democracy and children rights. However, it was noticed that festival day

was not the right day to play the box games. As the number of children was very high and they

preferred to play outside as the weather was nice, the number of the ones that preferred playing box

games was low. Instead of games, there were short presentations about the project and the activities

that were done. There were 87 young community volunteers and 12 ING Bank volunteers working in

the festivals. 928 children and 415 parents participated in the festivals.

Suggestions about the future festivals:

Timing the festivals on the dates that don’t coincide with the final exams of the young

volunteers.

Doing the festival before the weather is too hot and before the children lose their interest in

the school.



28

Table 15: Dates and Number of Participants for the End of the Term Festivals

Date

Number of

Children

Participants

Number of Young

Community

Volunteers

Number of

Participant

Parents

Number of

ING Bank

Volunteers

Edirne 6.6.2010 48 18 0 4

İstanbul 6.8.2010 80 10 15 1

Düzce 6.14.2010 250 17 200 3

Tokat 6.13.2010 100 17 50 2

Malatya 5.22.2010 450 25 200 2

Grand

Total 928 87 465 12

Edirne

Organization of the Festival and Participation: Timing of the festival was a problem for the young

volunteers as the festival organization period was just before their final exams at university. A small

number of volunteers were present in the organization period. It was difficult to inform the children

who had been attending irregularly due to the hot weather. Furthermore, the principal of the school

insisted that it would be impossible to deal with the children, so the number of participant children

was low. There were 18 young community volunteers, 4 ING Bank volunteers and 488 children in the

festival of Edirne Cumhuriyet İlköğretim Okulu. The program of festival for Edirne is shown below:

Table 16: Program of End of the Term Festival for Edirne Cumhuriyet Primary School.

14:00-14:30 Opening speech

14:45-15:15

Refreshments (fruit juice and

pastry)

15:15-15:30 Balloon puncturing game

15:30-16:00 Tug of war

16:00-16:15 Refreshments (fruits)16:15-16:30 Gift (book) distribution

16:30-17:00 Award ceremony for the games



29

A photo from the End of the Term Festival of Edirne

İstanbul

Festival Organization and Participation: İstanbul Community Volunteers managed time very well

during the organization process. As the festival day was very rainy, the outside activities were eithercancelled or done inside. There were 80 children, 15 parents, 10 young community volunteers and 1

ING Bank volunteer in the End of the Term Festival of Cevrikalfa İlköğretim Okulu.

Table 17: Program of the End of the Term Festival of İstanbul Cevrikalfa İlköğretim Okulu

14:00-14:30 Opening speech, presentation

15:00-15:40

Face painting, clown, pop corn and balloon blowing

activities

15:45-16:30 Yoghurt competition, gift distribution

16:30-17:00 Cleaning up and getting ready to leave



30

A photo taken in the End of the Term Festival in İstanbul

Düzce

Organization of Festival and Participation: The End of the Term Festival in Düzce was organized in

cooperation with the school administration. It was very well organized and the program was full of

activities. As all the activities to be done during the project corresponded to the activity plans of the

school administration, the festival was organized as the last activity of the project, in cooperation

with the school administration. The volunteer group in Düzce had no problems about time

management. The latest festival was done in Düzce Çamköy İlköğretim Okulu. Therefore, it did not

coincide with the final exam dates of the the young volunteers. There were a lot of children and

parents participating in the festival. The project school of Düzce is far away from the city centre and

the residents of the district are in close contact with each other. So a lot of parents were informed

about the festival. There were 250 children, 200 parents, 17 young community volunteers and 2 ING

Bank volunteers participating in the festival. Provincial Director of Education, his assistant-director

and vice rector of Düzce University participated in the festival.

Table 18: Program of the End of the Term Festival of Düzce Çamköy Primary School

15:30-15:40 Opening speech

15:40-16:00 Salsa show

16:00-16:20 Folk music sketch

16:20-17:00 Performance of Turkish Folk Music Group

17:00-17:20 Eggs with spinach (sketch)



31

17:20-17:40 Rhythm group performance

17:40-18:00 Romany dance show

18:00-18:30

Klasikler Devlet Fasıl Grubu (Turkish

Classical Music group) performance

A photo taken in the End of the Term Festival of Düzce

Tokat

Organization of Festival and Participation: The organization group had some problems because of

the festival date as it coincided with the final exam dates. The group was not as crowded as it was in

the other cities. As ING Bank Tokat Branch Manager was appointed for a post in another city at the

end of the month of May, the young volunteers and ING Bank volunteers had hard time keeping in

touch. There was no cooperation during the organization period of the festival. Thanks to the efforts

of the school principal and ING Bank volunteers to inform people about the festival, there were 100

children, 10 young community volunteers, 50 parents and 2 ING Bank volunteers participating in the

festival. Tokat Jail Warden also participated in the festival.

Table 19: The program of the End of the Term Festival in Tokat

11:30-12:00 Inviting villagers to the festival with a clown

12:00-13:00 Clown show and face painting

13:00-13:30 Lunch

13:30-15:30 Folk dance show and various competitions



32

A photo taken in the End of the Term Festival in Tokat

Malatya

Organization of the Festival and Participation: Volunteer group of Malatya was the first to do the

End of the Term Festival. As the festival coincided with the alternative techniques training, the

number of participants in the training was low. There weren’t any problems encountered during the

organization process as there are a lot of Community Volunteers in Malatya. ING Bank volunteers did

not participate in the organization of festival. However, the number of participant children was the

highest in Malatya among all other project cities. There were 450 children, 25 young community

volunteers, 2 ING Bank volunteers and 200 parents in the festival. There was a special participant in

the festival, assistant of Provincial Director for Education, Yahya Yazgan.

Table 20: Program of the End of the Term Festival of Malatya Şehit Yüzbaşı Hakkı Akyüz İlköğretim

Okulu.

17:00-17:30 Opening

17:30-18:00 Playing various games with children

18:00-18:30 Folk dance show

18:30-19:00 Music and dancing

19:30-20:00 Singing competition



33

20:00-20:30 Yoga show

20:30-21:15 Theatrical performance and fireworks

21:15-21:30

Poem performance and My School My Future presentation for the

parents

21:30-22:00 Live music performance, dancing and fireworks

Evaluation

The evaluation of the training was carried out both verbally and in written. For the written part, the

attached form—which has been designed to take feedback about the training’s technical conditions,

content and the trainers—was distributed for the participants to fill out. For the verbal part, each

participant one by one was requested to pose for a sculpture that describes how the training was for

him/her. The participants were requested to share their last words about the training if they wishedto. Their sharings were transformed to a short film by the stop motion method.

According to the feedbacks taken from the written forms, the 80% of the participants stated that

Welcome and Acquaintance sessions were “very good”. The 55% of the Garden of Volunteerism

session’s participants evaluated it as “very good”, while the 30% evaluated as “good”. For the

Volunteerism Etimological Viewpoint session, the 85% of the participans evaluated it as “very good”

and “good”. The second day of the training started with the session of Civil Society. 22 participants

out of 24 evaluated the session of Civil Society Presentation as “very good” or “good”. The session of

Communication with Children was evaluated as “very good” or “good” by the 95% of the

participants, and the following session called Our Roles while Working with Children was evaluated

as “very good” by 14 participants and “good” by 7 participants.

The evaluations as “not bad”, “bad” or “very bad” were not more than 16% for any of the sessions.

About the informing before and during the training, 55% of the participants stated that the informing

was “very good” and “good”. 45% of the participants evaluated it as “not bad”, “bad” or “very bad”.

Although volunteerism training program was shared with the participants in the invitation letters

before the training, the training was expected to be more on project activities rather than on

volunteerism. This can be explained by the fact that individual expectations of the participants did

not correspond to the training’s content. The volunteers that newly acquainted with the project

expected the session of informing about the project to be longer. The transport and the place were

the most appreciated technical conditions. 100% of the participants stated that the residence was

“very good” or “good”. The food was evaluated as “good” by the 70% of the participants.

Other questions in the form were about the trainers and the general structure of the training.

The80% of the attendants wrote that the attitude of the trainers was “sincere, intimate, good-

humuored”. They have the same opinion on the fact that the trainers had comprehensive knowledge

of their subjects. Five participants indicated that the level of the trainng’s content was insufficent and

wished there had been more perceptible information (statistics, numeric data, description etc.). Also,

it was suggested that the content could have included the other projects that are in the same field.



34

.

Santralİstanbul, ING Bank Volunteerism Training-Photo en Masse

ORGANIZATION OF MY SCHOOL MY FUTURE PAINTING WORKSHOP DOCUMENTARIES SCREENING

The Objective: To share the documentary that has come out of the painting workshops that werecarried out in 5 cities on May 2010 with workshop participants, their parents, TOG volunteers, ING

Bank volunteers; to create awaraness among the the parents about school attendance within My

School My Future; to bring the project into view.

The Invitees: The 6th, 7th and 8th grade students, their parents, TOG volunteers, ING Bank

volunteers, personnel’s of Provincial Directorates for National Education are expected to attend.

Table 21 : Program of Documentary Screening Organizations

Project presentation

Spokespeople

Slide show of all the pictures

Documentary screeningSharing Opinions with the Participants on the

Documentary

http://tureng.com/search/provincial%20directorate%20for%20national%20education





35

*The program is planned to last for 1 hour.

Table 22: Dates of Documentary Screening Organizations

Cities Dates

Düzce 7.12.2010

İstanbul 10.12.2010

Malatya 17.12.2010

Edirne 24.12.2010

Tokat 19.12.2010

Düzce: The documentary screening organization in Düzce was realized on 7 December 2010 at 15:30-

16:30. The participation of the 6th, 7th and 8th grade students was at high level. 48 children, 1

parent, 10 TOG volunteers, TOG Project Coordinator and Melda Akbaş from ÇOÇA attended to the

organization. There was no attendance from ING Bank Düzce branch office.

Düzce Çamköy Elementary School My School My Future Documentary Screening

İstanbul: The documentary screening organization in İstanbul was realized on 10 December 2010 at

15:00-16:00. The 6th, 7the and 8the grade students and their parents were invited. The highest

attendance belonged to the 6th grade students. 23 children, 6 parents, 5 TOG volunteers and 1 ING

Bank volunteer (from the central office) attended. The project coordinator, Melda Akbaş from ÇOÇA

and 2 people from BG İletişim were in the organization as the project coordination team.



36

İstanbul Cevrikalfa Elematary School My School My Future Documentary Screening

Malatya: The documentary screening organization in Malatya was realized on 17 December 2010 at

15:30-16:30. The 6th, 7the and 8th grade students and their parents were invited to the

organization, to which 34 children, 14 parents, 6 TOG volunteers, 2 teachers attended. There was no

attendance from ING Bank Malatya branch office. The project coordinator attended.

Malatya Şehit Hakkı Yüzbaşı Akyüz Elementary School My School My Future Documentary Screening



37

Tokat: The documentary screening organization in Tokat was realized on 19 December 2010 at

14:00-15:00. The 6th, 7th and 8th grade students were invited to the organization, to which 57

children, 7 parents, 14 TOG volunteers, 4 ING Bank volunteers, 5 teachers and the administrative

staff attended. The Project coordinator also attended. The school manager gave certificate of thanks

to TOG volunteers and ING Bank volunteers that are in the project coordination because they

involved in the project that realized at their school.

Tokat Çamlıbel Elementary School My School My Future Documentary Screening

Edirne: The documentary screening in Edirne was displayed on 24 December 2010 at 15:30-16:30.

The 6th, 7th and 8th grade students were invited to the organization, to which 40 children and 10

TOG volunteers attended. The Project coordinator also attended. ING Bank volunteers and parents

did not attend.



38

Edirne Cumhuriyet Elementary School My School My Future Documentary Screening

The children who attended to the organization of documentary screening organization said

that:

- A 7th grade student: “Thank you very much for carrying out this documentary screening

organization. Thanks very much to ING Bank, my elder sisters ang brothers from TOG and ourdeputy principal. You made us heard and the project known thanks to the organization. I

wish not only at 5 or 10 schools but at all the schools in Turkey were these documentary

screening organizations carried out”.

- A parent: “After I watched the documentary I understood the importance of school”.

- An 8th grade student: “I understood that there are many students like us. We need to reach

to much more students”.

- A 7th grade student: “Now I understand Turkish lesson and I am beter at it” “Am I not,

teacher?”

MONITORING AND EVALUATION

Executive Summary

With this evaluation, it is aimed to survey what kind of progresses were made during the pilot periodof the project and how much successful it was at this short period in regard to realizing the



39

objectives. The monitoring and evaluation studies having been carried out for about 9 months—since

the project started—are summarised in this report. These studies have been prepared by taking

account of the opinions of the project team and the students that involved in the project. Also, with

this report it is aimed to make deductions and proposals for the project to be more effective in its

next periods by determining the successes and shortcomings that occurred up to today.

Different methods were used for the monitoring and evaluation studies of the pilot period in order to

to have more trustworthy results. Data and information collected by school visits, questionnaire

studies for the students, focus group discussions with the project volunteers and semi-structured

interviews with the school management established main sources for the report to be prepared.

In consideration of the data collected, it came up that the biggest expectation of the students from

the “My School My Future” project is to increase their course and SBS (P lacement Test) grades. Also,

it was highly observed that the students desired to spend their free time more effectively with social

activities and they didn’t want to drop out of the school but wanted to continue attending to schoolwith successful grades.

In all project cities, an increase in the project attendance of the students was observed. The main

reasons for this increase were the facts that they could better understand their lessons thanks to the

project and the communication between the volunteers and the students was very successful in

general. Besides, the students told that the project was very entertaining with the end of term

festivals, museum visits, several excursions, music-sport activities and this fact provided their high

attendance to the project. On the other side, that almost all the students in the project got higher

terminal grades, their great desire to continue attending to school and that they reflected this fact by

regularly taking Placement Tests (SBS) indicated that the project accomplished its objective of

increasing the students’ ratio of school attendance in the long term.

One of the main suggestions for the next periods of the project is to inform the parents more of the

project. Thus, project attendance is expected to increase by the families’ support and approval.

Besides, not to delay the trainings of the volunteers and to make the trainings given by the

volunteers to the students and the activities organized more systematical are among the issues that

should be taken into consideration for the next periods of the project.

APPENDIX

1. Pre -questionnaire for primary school students

Date …./…./….

I’ve prepared this questionaire to get to know you better and

understand your expectations from the project. It will take 15 minutes

to aswer the questions below. You don’t need to write your name and

your student number. The answers you give here will be confidential

between you and me. No one else will learn this information. Thank



40

1. How old are you?

2. Are you male or female?

Male Female

3. How many siblings do you have? Are you elder or younger?

Number of siblings ….…

4. Will you participate in My School My Future project? (or if the activities have started, are you

participating?)

Yes No

4.1. If your answer is yes to the question above, why did you want to participate? (You can

choose more than one option)

To learn better in class and to get better grades

To make use of my spare time after school

To continue my education successfully in the following years

Because my friends participate

To study with and talk to university students



41

I get bored at school; I think I will like these activities more

Other (please explain)

4.2. If your answer was “no” to the question above, why didn’t you want to participate in

the project? (You can mark more than one option)

I don’t have time. (Please shortly explain why……………………………)

My grades are already good, I don’t think that the project will help me make them

better.

My parents don’t allow me to participate

I work after school/at the weekends.

Our home is far away from school.

I look after my younger sister/brother/another child.

I don’t think that I will continue my education in the following years.

I get bored at school; I don’t want to participate in any other activities at school.

Other (please explain) ……………………………….

B. Grades

1. Would you please write down your school report grades or the ones that you’ve got until now in

the blanks below?

6th Grade 7th Grade 8th Grade

First Term Second Term First Term Second Term First Term Second Term

Turkish Language

Mathematics

Science

Social Studies

Foreign Language

2. Would you please rank the lessons according to their difficulty levels for you? (If Turkish

Language is difficult for you, you choose “5”, if it’s easy for you, choose “1”. If it is not difficult or easy

but somewhere between the two, choose one of “2”, ”3” or “4” according to the difficulty level for

you.)

Very Easy Quite easy Neither

easy nor

difficult

Quite

difficult Very

Dİfficult

Turkish Language

Mathematics

Science



42

Social Studies

Foreign Language

3. Do you participate in any social activities or clubs at school? If you do, would you please write

about this shortly? (Examples: folk dance, basketball, chess, music)

4. Do you participate in social activities or clubs apart from the ones at school? If you do, would

you please write about this shortly?

5. Would you please evaluate the sentences below? (Example: If your relationship with your

teachers is fine, then you mark “agree” which is “4”. )

Strongly

disagree

Disagree Not

sure/Neutral

Agree Strongly

agree

My relationship with teachers is good.

Summer holidays are too long for me.

I don’t think that the things I learn at

school will be beneficial for me in the

future.

I think that there are very few social

activities apart from lessons.

I am satisfied with my school in

general.

Sometimes the lessons can be boring.

I want my education to continue for a

long time.

6. What are the three things that you like about the school?

1.

2.

3.

7. What are the three things that you don’t like about school?

1.

2.



43

3.

8. How often does your parent participate in parent-teacher meetings at school? (Please choose

just one option.)

S/he participates in all of them.

S/he participates in most of them.

S/he participates in some of them.

S/he participates in none of them.

9. Does your father or mother work?

Only my mother works.

Only my father works.

Both of my parents work.

None of my parents work.

C. Plans about Future

1. Do you think you will go to school next year?

Yes No

2. Which level of education do you plan to reach for yourself in the future? (Please mark only one

option.)

Secondary School

High School

University

3. Do you think you will reach your goal? Do you think there can be obstacles on the way? If your

answer is yes, what do you think these obstacles might be?

4. Even if the obligatory education lasts eight years, some students don’t attend school for eight

years. What do you think might be the reason?



44

(It is possible to mark more than one option.)

Because parents don’t allow them to attend

Because of financial reasons (Being short of Money)

Because of marriage

Because they have to work

Because education is not necessary

Because they move to somewhere else

Because they don’t like school and they can’t get accustomed to the school.

I don’t have an idea about this.

2. Formative Questionnaire for the Primary School Students.

Date: …./…./…./

Thank you very

much!

I prepared this questionnaire to make the My School My Future project

better in the following terms. Your ideas about the project will be used

for the development of the project. It will take 15 minutes to answer

the questions below. You don’t need to write down your name or your

school number. Your answers will be confidential between you and me.

Thank you for helping me! I have to add, this questionnaire is not an



45

1. How old are you?

2. Are you male or female?

Male Female

3. How often did you participate in the training sessions and activities that the project organized?

(Please mark only one option.)

I participated in all of them.

I participated in more than half of them.

I participated in nearly half of them.

I participated in less than half of them

I participated in only one or two of them.

4. If you haven’t participated in the training session and activities often, would you please write

the reason why you haven’t? (If you’ve participated in almost all of them, you may pass this

question.)



46

A. About the project and the Training Sessions

1. Would you please write down the grades that you’ve got this term in the blanks below?

Second Term

Turkish Language

Mathematics

Science

Social Studies

Foreign Language

2. Do you think the curriculum support helped you to get higher grades?

Yes No

2.1. If your answer was “no” for the last question, why do you think it didn’t help you to

get higher grades?

3. Would you please rank the curriculum support you’ve participated in regarding how satisfied or

unsatisfied you were? (Example: If you were very satisfied with Turkish Language lessons, mark “5”,

if it was you were very dissatisfied, , mark “1”. If it is not 1 or 5 but between the two, rank it

accordingly. Do the same thing for the other lessons.)

Very

dissatisfied Dissatisfied Quite

satisfied Satisfied Very

satisfied

Turkish Language

Mathmatics

Science Social Studies



47

Foreign Language

4. Which lessons would you like to have more in the following years? (Example: I’d like more

Mathematics lessons.)

5. Would you please evaluate the sentences in the way that suits you most? Do you agree or

disagree? (Example: If your relationship with your teachers is not good at all, mark “strongly

disagree” if it is quite good, mark “disagree” if you are not sure, mark “not sure” if it is good, mark

“agree” if it is very good, mark “strongly agree” )

Strongly

disagree Disagree

Not

sureAgree

Strongly

agree

Young volunteers are very enthusiastic about

teaching us things.

I get on well with young volunteers.

Curriculum support is boring sometimes.

Sometimes, the young volunteers cannot help us

with our questions when they don’t know about

the subject .

I want more social activities with young

volunteers. (Example: music, sports activities)

The things I learn in the curriculum support

hours don’t increase my grades/help me be

more successful at school.

I have hard time understanding what young

volunteers explain/teach.

I want more curriculum support hours and a

wider variety of lessons in curriculum support.

6. Please write the three of the most important things that the project gave you.

1.

2.

3.

7. How do you think that the project and the curriculum support can be better?



48

8. Would you participate in the project again if it continues in the following years?

Yes No

9. Were you satisfied with the end of the term festival? (Please mark just on option.)

I was very satisfied.

It could be better.

I did not like it.

9.1. If you didn’t like the end of the term festival, would you please write down the reason

for that? (If you liked it you may pass this question.)

10. What was the best part or activity of the end of the term festival? (Example: Folk dance)

11.Is there anything that you did not see in the festival that you would like to see in the following

years’ festivals?

3. Question Form for Volunteers

School/City:

Date: …./…./…./

1. What do you think about the attitude of the school administration towards the project? Would

you please write down the difficulties that you encountered because of the school administration?

Thank you

ver much!



49

2. How do you find the participation levels of the students in the curriculum support and activities?

Did the participation levels decreased when the weather began to warm up?

3. Which lessons and activities did the children show more interest and participate in more than

the other lessons and activities? What do you think are the reasons for this preference?

4. What could be done to increase motivation of the volunteers for the project?

5. What would you suggest for the development of the project in the following years?

4. Monitoring and Evaluation Meeting- Community Volunteers form

How often

could you teach

and participate

in the

activities?

What do you

think are the

criteria for the

success of the

project?

Have you

encountered

unexpected

problems during

the project?

Which parts of

the project

progressed as

planned?

What do you think

should be done in

order to get better

results in the

future terms of the

project?

What are

your

expectations

from ING

Bank

volunteers?

(Have your

expectations

been met

until now?)

Points of

discussion

you may like

to state (If

you have no

suggestions,

you may pass

this part.)



50

5. Monitoring and Evaluation Meeting-ING Bank Volunteers’ Form

How often

could you

participate in

the project and

watch the

activities?

Do you think

the

participation

rate of the ING

Bank

volunteers is

enough? (If it is

not, what

would you

suggest in orderto change this

What do you

think are the

criteria for the

success of the

project?

Do you think

that the project

has been

successful until

now, even

though it has

not been long

since it started?

What are your

expectations

from Community

Volunteers?

(Have your

expectations

been met until

now?)

What would

you suggest as

a point of

discussion? (If

you have no

suggestion,

you may pass

this question.)



situation?)

Documents

My School My Future Project - 2010 Final Report