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Proizvodni procesi u građevinarstvu, rudarstvu i prijevozu svuda u svijetu visoko su rizični sektori. U Turskoj se 2014. godine 25,6 % svih nesreća i 65 % nesreća sa smrtnim posljedicama dogodio upravo u tim sektorima. Prema podacima Eurostata, godine 2014. ti su sektori u EU bilježili 20 % ukupnih nesreća na radu, a 38 % bilo je sa smrtnim posljedicama. Stopa smrtnosti u Turskoj vrlo je visoka u usporedbi s EU. U Turskoj, navedeni sektori vrlo su visoko rizični, i to zbog nepravilnosti u proizvodnim procesima, zastarjele tehnologije, loših uvjeta rada i velikog broja radnika. Proizvodni strojevi su stari, a zaštita na radu neprimjerena. Najveći problem je u građevinarstvu, i to zbog raširenosti rada na crno i prepuštanja poslova podizvođačima. Inspekcija rada ne radi dovoljno dobro. Nadalje, u pristupnom procesu za ulazak u EU legislativa povezana sa zaštitom zdravlja i sigurnost na radu nije se razvijala kako treba. Uvedena je nova regulativa u vezi sa zaštitom i prevencijom, procjenom rizika na radu te informiranjem i edukacijom radnika. Unatoč tome, stopa nesreća na radu nije opala do zadovoljavajuće razine. Članak donosi komparativnu i statističku analizu nesreća u rudarstvu, građevinarstvu i prijevozu u Turskoj i EU. Korišteni su službeni statistički podaci EU-a i Turske. Kako bi se nesreće spriječile, potrebno je donijeti akcijske planove za svaki od ovih sektora. Praksa mora strogo slijediti odredbe donesenih akcijskih planova., Production processes in construction, mining and transportation involves high risks of occupational accidents all over the world. In 2014, 25.6% of the total accidents and 65% of fatal accidents occured in these three sectors in Turkey. According to the Eurostat data, in 2014, 20% of all work-related accidents and 38% of fatal accidents have occurred in these sectors in EU. The fatality rates in Turkey are very high compared to EU countries. In Turkey, these sectors have high accident risks due to its production processes, use of low-tech, negative conditions and labor-intensive characteristics. Production machines are old, and protective-preventive services are inadequate. Especially in the construction sector, unregistered labor and subcontracting is widespread. Labor inspection is inadequate. In EU accession process, legislative works done in the field of health and safety in Turkey in recent years have not been enough. New regulations were introduced related to protective-preventive services, risk assessment, information and education workers. Nevertheless, occupational accidents has not decreased at the desired level. This paper contains a comperative and statistical analysis of accidents in coal mining, construction and transportation sectors in Turkey and EU. The official statistics data are used in the EU and Turkey. To prevent accidents, action plans must be prepared for each of the three sectors. Practices must be determined and followed strictly within the frame of these action plans.

Turkish is becoming more essential in education as well as in daily life due to the vital role it plays in communication chains throughout the world. As the prevalence of the Turkish language grows, Teaching Turkish as a Foreign Language also grows as a field of education. The Turkish language curriculum needs to meet the demands of the changing world and teach Turkish effectively. This study aims to evaluate the curriculum of Turkish language courses at Jagiellonian University in Krakow by examining the students’ views about it. Evaluation means the systematic collection and analysis of all relevant information necessary to promote the improvement of the curriculum and to assess the effectiveness and weakness of foreign language teaching. Students’ expectations and needs are a central consideration in designing the course, so the curriculum should be developed according to the needs and the expectations of the learners. If teachers do not know their students’ needs, developing a curriculum becomes challenging, causing many problems in learning and teaching foreign languages. The term "curriculum” denotes the principles and procedures for the planning, implementation, evaluation, and management of an educational program. In this study, the term "curriculum” refers specifically to the Turkish Language course. In this case study, a Likert-scale questionnaire with four options was administered to 33 Polish university students learning Turkish as a foreign language. In analyzing the data, the Statistical Package for Social Sciences (SPSS 11.5) was used. The data was analyzed using descriptive statistical techniques, including frequencies and percentages. The study concludes with recommendations for the instructors at Jagiellonian University regarding designing their curriculum and syllabi and choosing their course materials. The recommendations of this study will also help Turkish language program designers assess the effectiveness of the current Turkish language curric, Zahvaljujući svojoj ključnoj ulozi u komunikacijskom lancu diljem svijeta turski jezik dobiva sve više na važnosti kako u obrazovanju tako i u svakodnevnom životu. Budući da je učestalost korištenja turskoga jezika sve veća, nastava turskoga kao stranoga jezika kao obrazovnoga područja također se sve više proširuje. Plan i program nastave turskoga jezika mora učinkovito odgovoriti potrebama svijeta promjena. Ovim se istraživanjem putem ispitivanja mišljenja studenata nastojao ocijeniti plan i program nastave turskoga jezika na Sveučilištu Jagellonian u Krakowu. Pod ocjenom Fatih Yilmaz: Evaluating the Turkis language curriculum… Život i škola, br. 25 (1/2011.), god. 57., str. 76. - 90. 89 se podrazumijeva sustavno prikupljanje i analiza svih relevantnih podataka potrebnih za poboljšanje nastavnoga plana i programa i vrednovanje učinkovitosti, ali i manjkavosti poučavanja stranoga jezika. Očekivanja i potrebe studenata ključni su za izradu kolegija, stoga i nastavni plan i program valja razvijati u skladu s tim potrebama i očekivanjima. Ukoliko nastavnici nisu upoznati s potrebama svojih učenika, izrada nastavnoga plana i programa je otežana, stvarajući tako mnoštvo problema u učenju i poučavanju stranoga jezika. Pojam «nastavni plan i program» označava načela i postupke planiranja, provedbe, ocjene i upravljanja obrazovnim programom. U ovom se istraživanju pojam «nastavni plan i program» odnosi konkretno na nastavu turskoga jezika. U ovoj su analizi slučaja ispitana 33 poljska studenta turskoga kao stranoga jezika i to putem upitnika s Likertovom ljestvicom, u kojem su bila ponuđena četiri odgovora. Pri analizi podataka korišten je statistički paket za analizu podataka u području društvenih znanosti (SPSS 11.5). Podaci su analizirani tehnikama deskriptivne statistike, uključujući učestalost i postotke. U zaključku istraživanja predavačima na Sveučilištu Jagellonian daju se preporuke vezane uz izradu nastavnoga plana i programa, sadržaja samog kolegija i odabira nast, Die türkische Sprache wird immer wichtiger, sowohl in der Bildung als auch im alltäglichen Leben, dank ihrer zentralen Rolle in der Kommunikationskette in der Welt. Da Türkisch immer mehr gebraucht wird, verbreitet sich auch das Unterrichten des Türkischen als Fremdsprache als ein wachsender Bildungsbereich. Das Curriculum des Türkischen muss den Bedürfnissen der sich ständig verändernden Welt effektiv entsprechen. Mit Hilfe der Meinungsforschung an Studenten hat diese Arbeit zum Ziel das Curriculum des Türkischen an der Universität Jagiellonian in Krakow zu bewerten. Die Bewertung schließt folgende Faktoren ein: systematisches Einsammeln und Analyse aller relevanten Daten, die für die Verbesserung des Curriculums sowie die Bewertung der Wirksamkeit erforderlich sind, aber auch die Nachteile der Fremdsprachendidaktik. Die Erwartungen und Bedürfnisse der Studenten spielen bei der Kursgestaltung eine zentrale Rolle und das Curriculum sollte deshalb so entwickelt werden, dass es den Bedürfnissen und Erwartungen der Studierenden entspricht. Falls die Lehrer jedoch die Bedürfnisse ihrer Studierenden nicht kennen, wird die Entwicklung des Curriculums eine Herausforderung sein, sowie die Ursache vieler Probleme beim Fremdsprachenlernen und Unterrichten. Der Begriff “Curriculum” bezeichnet Grundsätze und Vorgehensweisen für die Planung, Durchführung, Bewertung und Leitung eines Bildungsprogramms. In dieser Fatih Yilmaz: Evaluating the Turkis language curriculum… Život i škola, br. 25 (1/2011.), god. 57., str. 76. - 90. 90 Untersuchung bezieht sich der Begriff “Curriculum” ausdrücklich auf den Türkischkurs. In dieser Fallstudie wurden 33 polnische Universitätsstudenten untersucht, die Türkisch als Fremdsprache lernen, anhand von einem Fragebogen mit einer vierstufigen Likert-Skala. Bei der Datenanalyse wurde der Statistical Package for Social Sciences (SPSS 11.5) gebraucht. Die Datenanalyse erfolgte mit Hilfe von Techniken der deskriptiven Statistik, einschließlich Frequenze

Turkish is becoming more essential in education as well as in daily life due to the vital role it plays in communication chains throughout the world. As the prevalence of the Turkish language grows, Teaching Turkish as a Foreign Language also grows as a field of education. The Turkish language curriculum needs to meet the demands of the changing world and teach Turkish effectively. This study aims to evaluate the curriculum of Turkish language courses at Jagiellonian University in Krakow by examining the students’ views about it. Evaluation means the systematic collection and analysis of all relevant information necessary to promote the improvement of the curriculum and to assess the effectiveness and weakness of foreign language teaching. Students’ expectations and needs are a central consideration in designing the course, so the curriculum should be developed according to the needs and the expectations of the learners. If teachers do not know their students’ needs, developing a curriculum becomes challenging, causing many problems in learning and teaching foreign languages. The term "curriculum” denotes the principles and procedures for the planning, implementation, evaluation, and management of an educational program. In this study, the term "curriculum” refers specifically to the Turkish Language course. In this case study, a Likert-scale questionnaire with four options was administered to 33 Polish university students learning Turkish as a foreign language. In analyzing the data, the Statistical Package for Social Sciences (SPSS 11.5) was used. The data was analyzed using descriptive statistical techniques, including frequencies and percentages. The study concludes with recommendations for the instructors at Jagiellonian University regarding designing their curriculum and syllabi and choosing their course materials. The recommendations of this study will also help Turkish language program designers assess the effectiveness of the current Turkish language curric, Zahvaljujući svojoj ključnoj ulozi u komunikacijskom lancu diljem svijeta turski jezik dobiva sve više na važnosti kako u obrazovanju tako i u svakodnevnom životu. Budući da je učestalost korištenja turskoga jezika sve veća, nastava turskoga kao stranoga jezika kao obrazovnoga područja također se sve više proširuje. Plan i program nastave turskoga jezika mora učinkovito odgovoriti potrebama svijeta promjena. Ovim se istraživanjem putem ispitivanja mišljenja studenata nastojao ocijeniti plan i program nastave turskoga jezika na Sveučilištu Jagellonian u Krakowu. Pod ocjenom Fatih Yilmaz: Evaluating the Turkis language curriculum… Život i škola, br. 25 (1/2011.), god. 57., str. 76. - 90. 89 se podrazumijeva sustavno prikupljanje i analiza svih relevantnih podataka potrebnih za poboljšanje nastavnoga plana i programa i vrednovanje učinkovitosti, ali i manjkavosti poučavanja stranoga jezika. Očekivanja i potrebe studenata ključni su za izradu kolegija, stoga i nastavni plan i program valja razvijati u skladu s tim potrebama i očekivanjima. Ukoliko nastavnici nisu upoznati s potrebama svojih učenika, izrada nastavnoga plana i programa je otežana, stvarajući tako mnoštvo problema u učenju i poučavanju stranoga jezika. Pojam «nastavni plan i program» označava načela i postupke planiranja, provedbe, ocjene i upravljanja obrazovnim programom. U ovom se istraživanju pojam «nastavni plan i program» odnosi konkretno na nastavu turskoga jezika. U ovoj su analizi slučaja ispitana 33 poljska studenta turskoga kao stranoga jezika i to putem upitnika s Likertovom ljestvicom, u kojem su bila ponuđena četiri odgovora. Pri analizi podataka korišten je statistički paket za analizu podataka u području društvenih znanosti (SPSS 11.5). Podaci su analizirani tehnikama deskriptivne statistike, uključujući učestalost i postotke. U zaključku istraživanja predavačima na Sveučilištu Jagellonian daju se preporuke vezane uz izradu nastavnoga plana i programa, sadržaja samog kolegija i odabira nast, Die türkische Sprache wird immer wichtiger, sowohl in der Bildung als auch im alltäglichen Leben, dank ihrer zentralen Rolle in der Kommunikationskette in der Welt. Da Türkisch immer mehr gebraucht wird, verbreitet sich auch das Unterrichten des Türkischen als Fremdsprache als ein wachsender Bildungsbereich. Das Curriculum des Türkischen muss den Bedürfnissen der sich ständig verändernden Welt effektiv entsprechen. Mit Hilfe der Meinungsforschung an Studenten hat diese Arbeit zum Ziel das Curriculum des Türkischen an der Universität Jagiellonian in Krakow zu bewerten. Die Bewertung schließt folgende Faktoren ein: systematisches Einsammeln und Analyse aller relevanten Daten, die für die Verbesserung des Curriculums sowie die Bewertung der Wirksamkeit erforderlich sind, aber auch die Nachteile der Fremdsprachendidaktik. Die Erwartungen und Bedürfnisse der Studenten spielen bei der Kursgestaltung eine zentrale Rolle und das Curriculum sollte deshalb so entwickelt werden, dass es den Bedürfnissen und Erwartungen der Studierenden entspricht. Falls die Lehrer jedoch die Bedürfnisse ihrer Studierenden nicht kennen, wird die Entwicklung des Curriculums eine Herausforderung sein, sowie die Ursache vieler Probleme beim Fremdsprachenlernen und Unterrichten. Der Begriff “Curriculum” bezeichnet Grundsätze und Vorgehensweisen für die Planung, Durchführung, Bewertung und Leitung eines Bildungsprogramms. In dieser Fatih Yilmaz: Evaluating the Turkis language curriculum… Život i škola, br. 25 (1/2011.), god. 57., str. 76. - 90. 90 Untersuchung bezieht sich der Begriff “Curriculum” ausdrücklich auf den Türkischkurs. In dieser Fallstudie wurden 33 polnische Universitätsstudenten untersucht, die Türkisch als Fremdsprache lernen, anhand von einem Fragebogen mit einer vierstufigen Likert-Skala. Bei der Datenanalyse wurde der Statistical Package for Social Sciences (SPSS 11.5) gebraucht. Die Datenanalyse erfolgte mit Hilfe von Techniken der deskriptiven Statistik, einschließlich Frequenze