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Like other countries of the world, plenty of studies have been conducted for improving geography education in Turkey. The goal of these numerous studies is to make students active in classrooms and make them understand the importance of geography in daily life like those in developed countries. Due to this, secondary geography curriculum was changed hi 2005. The main purpose of this new curriculum is to provide necessary skills and abilities to the students for gaining of geographic conscious about their environs and countries in order to better understand the World and also use them as an active in their future life. Another aim of this program is to emphasize that geography is just not the subject to memorize the places' names and also not to show where they are in the world. This change was the most comprehensive one in terms of content, names, hours and etc. With this program, region concept also has been changed in terms of its meaning and contents. Thus, region, sub-region, and precinct which accepted in 1941 have been totally left, and instead of these, new dynamic region concept which has no specific boundaries have adopted. According to new concept of region, it is possible to determine many regions starting from local to global scale. With this paper, previous and current region concepts will be discussed and similarities and differences between them will be addressed. [ABSTRACT FROM AUTHOR]

From the fact that the way to be successful is through knowing oneself, we aim at helping our students to know themselves and educate individuals to be responsible both to themselves and their environment, to study, search, have self expression and to have an analytic understanding, to reflect a Kemalist and contemporary outlook and most of all to cherish their own customs and national spiritual values. Since the early days of the republic, a handful of curricula have been prepared in the Turkish language. These curricula have been prepared in accordance with the objectives and national education policies predominant at their time. The principal objective of Turkish National Education in the Turkish language and literature curriculum is to teach the Turkish language and its literature, taking into consideration the necessities of the century. This paper is an attempt to survey these developments in the Turkish educational system as applied in language and literature courses. [ABSTRACT FROM AUTHOR]

One of the important problems in Turkey has been the distribution and spread of educational services in both rural and urban areas. Rural areas compared to urban areas have benefited from the educational opportunities and services in a limited way, but sometimes they do not have benefited from them at all. These differences in educational opportunities and service have influenced various social areas and have also played a role in the determination of economic conditions. The goal of this paper is to point out the educational differences in rural/ urban areas and to discuss their causes. The level of education of rural and urban areas will be compared based an data gathered from government statistics. Finally, the relationship between education and employment and the effects of education on employment in rural and urban areas will be examined. [ABSTRACT FROM AUTHOR]