Annual Report

Transkript

1 Annual Report

2 Contents 1 - AÇEV in Brief 2 - Our Objective, Strategy and Targets 4 - Where We Are 6 - President s Message 10 - AÇEV: An 18-Year Success Story 14 -Board of Trustees, Board of Directors, Advisors 15 - Our Sponsors and Partners 18 - Education Programs 24 - Overview of Activities in Our Team 50 - Our Sponsors and Donors in 2010 and 2011

3 Preparing children for a better future begins with early childhood The Mother & Child Education Foundation (AÇEV) has been actively involved in early childhood and adult education activities since The foundation collaborates closely with partners to educate not just children, but also those in their immediate environment. All of the educational activities AÇEV undertakes aimed at children and their families are designed to provide the basis for a healthy early childhood today, and thus a more robust society tomorrow. Widely recognized as the first nongovernmental organization dedicated to early childhood education in Turkey, AÇEV is engaged in a network of national and international collaborations that give it a presence in 65 of Turkey s 81 provinces as well as in twelve European and Middle Eastern countries. 1 - AÇEV ANNUAL REPORT

4 A strong vision for a better tomorrow Our objective Founded in 1993, the Mother & Child Education Foundation (AÇEV), is a non-governmental organization working in the fields of early childhood and adult education. AÇEV conducts research, develops scientific programs, and, through partnerships, implements these programs for the socioeconomically disadvantaged. AÇEV serves the community with programs prepared in its two main areas of expertise: early childhood education and adult education. It does this with the aims of: Abiding by the principle of equality of opportunity in education Supporting children and their immediate environment Ensuring that learning is an ongoing, lifelong process. Our educational strategy and approach AÇEV s educational programs target socioeconomically disadvantaged children, parents, and illiterate adults. AÇEV conducts research to determine the needs of its target audience, develops programs, implements them in collaboration with partners, and assesses the results of its efforts. The findings of its assessments are used both to investigate the effectiveness of programs and to ensure programs are meeting needs of beneficiaries. AÇEV: Develops alternative educational programs and supports existing efforts in the area of preschool education Provides adult education to parents in recognition of their crucial role as a child s first educators during early childhood, in order to support both the family and child development Develops educational programs to empower women in society and to raise awareness on the prevention of gender discrimination Develops and implements short-term, scientific seminars designed to create social awareness Engages in knowledge generation, advocacy and policy development, alongside programs aimed at achieving long-term changes in behavior and attitudes Develops educational programs in line with society s changing needs, including measures to foster such issues as peace, child protection and the prevention of domestic violence. Prepares educational programs for television in order to reach a broader public Works on new education and training models to reach different segments of society in need, including computer and web-based educational programs. Our targets Successfully continue and improve the rural education programs currently underway Engage in collaborative efforts with stakeholders in order to improve the quality of preschool education Expand the scope and increase the effectiveness of AÇEV s international efforts through strong partnerships Implement new education models, such as e-learning and multimedia, in all of AÇEV s educational programs Expand the scope of programs by developing content in line with social needs Further strengthen the quality and accreditation levels of AÇEV Academy s teacher-training programs. AÇEV ANNUAL REPORT - 2

5 AÇEV continues to expand both its reach and effectiveness. 8,392 educators trained. 697,580 people benefit from face-to-face education programs. 7million people reached through TV programs. 45 million people reached through publications, research, and advocacy activities aimed at stakeholders, policymakers, and the general public. AÇEV conducts its programs with the involvement of strong partners. International Partners UNESCO, UNICEF, UNIFEM, UNDP Harvard University Consultative Group on Early Childhood Clinton Global Initiative World Forum Alliance European Commission, European Union World Bank International NGOs Financial supporters The AÇEV team Academic Advisory Board Professional Staff National and multinational companies Voluntary Educators Private donors Multinational charities National and international NGOs National and local administrations (donations in kind only) National partners Ministry of National Education Ministry of Family and Social Policies Ministry of Food, Agriculture, and Animal Husbandry Media organizations (TRT, NTV, Kanal D, Z TV Bilgi) Local NGOs Local media Local governments AÇEV s global footprint 3 - AÇEV ANNUAL REPORT

6 AÇEV programs are implemented in 65 provinces of Turkey Provinces where AÇEV programs are implemented Kırklareli Edirne Tekirdağ İstanbul Zonguldak Bartın Kastamonu Sinop Artvin Kocaeli Yalova Sakarya Düzce Karabük Samsun Ardahan Rize Trabzon Bolu Çankırı Amasya Ordu Giresun Çorum Kars Bursa Tokat Bayburt Çanakkale Bilecik Gümüşhane Erzurum Balıkesir Ankara Eskişehir Ağrı Kırıkkale Kütahya Yozgat Erzincan Sivas Kırşehir Tunceli Manisa Bingöl Muş Uşak Afyon Nevşehir Bitlis İzmir Kayseri Malatya Elazığ Aksaray Van Diyarbakır Aydın Denizli Konya Isparta Niğde Kahramanmaraş Siirt Batman Burdur Adıyaman Muğla Adana Mardin Şırnak Antalya Karaman Osmaniye Gaziantep Şanlıurfa Mersin Kilis Hatay Iğdır Hakkari AÇEV s Global Footprint As a result of partnership requests from different organizations, AÇEV engages in a variety of programs abroad. In Europe, AÇEV partners to target families of Turkish origin. In Arab countries, AÇEV partners to target Turkish families, and also adapts programs into Arabic for local communities. Programs have also been translated into Spanish for use in Latin America. AÇEV programs were conducted during 2010 and 2011 in Bahrain, Belgium, Germany, the UK, Lebanon, Saudi Arabia and Mexico. The countries that have implemented AÇEV programs so far Germany, Bahrain, Belgium, France, The Netherlands, UK, Switzerland, TRNC, Lebanon, Mexico, Saudi Arabia, Jordan The countries that are expected to implement AÇEV programs in the future Azerbaijan, Albania, Belarus, Bosnia Herzegovina, Bulgaria, Czech Republic, Armenia, Estonia, Croatia, Palestine, Iraq, Latvia, Montenegro, Kazakhstan, Kyrgyzstan, Kosova, Lithuania, Macedonia, Mongolia, Moldova, Poland, Romania, Serbia, Slovenia, Slovakia, Syria, Tajikistan, Ukraine AÇEV ANNUAL REPORT - 4

7 Early Childhood Education MOCEP - 1 province MSP - 9 provinces GDA ADP - 2 provinces OEP SUMMER - 2 provinces OEP WINTER - 1 province OVÇEP - 32 provinces VODAFONE FIRST STEP - 53 provinces TEB MY HOME SCHOOL - 1 province Father Education FSP - 30 provinces FSP UNIFEM - 6 provinces Literacy and Women Empowerment Programs FALP GENERAL - 2 provinces FALP BRIDGEPOINT - 1 province FALP CITIBANK - 2 provinces FALP SABANCI - 1 province FALP ABD - 1 province FALP LV - 2 provinces FALP SKV - 1 province FALP WBLP - 2 provinces Rural Women and Child Training Programs UBS - 1 province HILL AND VALLEY - 6 provinces EU RURAL - 1 province AÇEV in Europe, Asia and Middle East AÇEV in America 5 - AÇEV ANNUAL REPORT

8 President s Message It will be early 2012 by the time this report of our activities in 2010 and 2011 reaches you. We often think that time passes quickly and suppose that tomorrow nothing will be like what it was yesterday. Sometimes we are confronted by events which harshly confirm this supposition. I was deeply overcome with such thoughts by the realities that I saw on my visits in the wake of the Van earthquake from which we suffered in the last quarter of The coming together of all groups in our country with the common purpose of supporting and sharing in the aftermath of the quake was a hope-inspiring scene of the sort that we are always eager to see. Our foundation was on hand providing humanitarian aid to the region in the wake of the disaster, focusing on the needs of children and women and it will continue to do so in the coming year. In developing its programs AÇEV has always been mindful of serving those most disadvantaged. In this regard the development of children and women in rural areas is a matter of special importance for us. I believe the development of rural areas while maintaining their authenticity is critical for the future of our country. The educational activities that we organize for women are developed along a variety of dimensions. The aim of the Hill and Valley Women s Support Program that we began last year is to strengthen, through education, the life skills of women and girls living in rural areas. We are pleased to report that we have engaged the support of both government agencies and funding partners to expand the implementation of this program across Turkey. Our revised programs reveal the scientific nature of AÇEV s approach in the most effective way possible. We have largely completed our efforts to develop AÇEV s educational programs by undertaking thematic revisions to improve their content in order to more effectively deal with the foremost issues causing distress in society. Within this framework, we have integrated the themes of Peace, Child Protection, and Domestic Violence into our educational programs. Our aim is to demonstrate the importance of education in achieving a society which refrains from violence, is respectful of differences, in which disputes are resolved through democratic methods and in which there are no gender-based inequalities. As such we hope to provide preventative measures rather than resolving problems once risks arise. The revision of our programs is a development that is very important for us as it highlights both the scientific nature of our foundation s approach and its technical strengths. Our talent for making experience-based changes in our programs that enable them to more effectively address social needs also enhances our ability to reach out to those that suffers from inequality. We are focused on the quality of preschool education. As of 2010, our 7 Is Too Late campaign had largely achieved our intended goals of expanding preschool education and of making kindergarten enrollment compulsory. This is a source of great pride for us. Our foundation has now focused its efforts on the quality of such rapidly expanding preschool education. It has signed a joint cooperation agreement with UNICEF to provide leadership and share its accumulated knowledge and experience in the field of preschool education. We have begun work on the creation of child development centers that will demonstrate our expertise. In 2011 we launched an important project to develop a Child Development Center and education model that will make it possible for preschool children and their parents to benefit from high-quality and accessible child care and education services. This will provide an opportunity to put the knowledge and experience which our foundation has built up over the years to work in such centers. We hope to open the first Child Development Center in İstanbul in AÇEV ANNUAL REPORT - 6

9 AÇEV engages in extensive collaborations with a wide variety of partners including international agencies, national NGOs, public agencies and the private sector and it establishes enduring relationships with them. TV and web-based education is gaining importance in increasing accessibility to our programs. Our foundation is boosting its TV and web-based education efforts to reach more people by making greater use of the means afforded by technology. Our Life is Better Reading literacy program, the conception of which is based on our previous experience with Kanal D, was undertaken with the production facilities of ZTV Bilgi, a broadcasting channel set up to support education in Turkey. We are proud to be collaborating with ZTV Bilgi in the effort to make such a program available throughout the country for the benefit of adults who may not have been able to take full advantage of educational opportunities when they were younger. The feedback which we have been receiving about this project is encouraging. Another important step that we have taken in this direction is our computer-based literacy program designed to be accessed via a comprehensive internet portal. Called Read & Write with AÇEV, the portal went into service on a pilot-project basis in November and has already attracted a large number of users. We are continuing to expand our international collaborations and activities. AÇEV s efforts and programs have earned much praise in the international arena and our 18 years of experience has been richly rewarded, a source of great pride for us. AÇEV s successes were also acknowledged when it became one of only six recipients of the World Innovation Summit for Education (WISE) award. We believe that the ultimate outcome of early childhood education is the creation of a more peaceful society and that the foundation of change is education therefore within our international activities, AÇEV responds positively to requests to implement its educational programs in other countries. As the winds of change sweep through the Middle East and North Africa, we have been particularly observing an increasing demand for AÇEV programs that contribute towards social development through education that focuses on the family as the core unit of society. On this theme, our foundation is collaborating with Yale University to explore on a global scale solutions pertaining to peace, beginning in the earliest years. In 2012 the foundation and the university plan to conduct scientific research investigating the links between early childhood development and societal peace and to engage in a variety of communication activities aimed at creating awareness of such issues on global platforms. As our existing projects flourish, we undertake new initiatives. AÇEV engages in extensive collaborations with a wide variety of partners including international agencies, national NGOs, public agencies and the private sector and it establishes enduring relationships with them. These cooperative efforts become deeper and more comprehensive year after year as our joint undertakings expand in scope. At the same time, we also develop new projects in line with our mission as well as needs that arise in society. Most recently we have accelerated our work in the field of child protection, to make it a focal point of our activities. Our ultimate goal as always is to strengthen the foundations of a happier, stronger and more tolerant society. As we engage in these efforts, I take special pride in our stature as an organization that constantly shares its knowledge and experience with other public and civil society organizations to contribute to the overall improvement of children and families. I take this opportunity to extend my sincere gratitude to all of our staff, educators, volunteers, and supporters who join us on this path while wishing everyone a happy and propitious new year. With my best regards, Ayşen Özyeğin 7 - AÇEV ANNUAL REPORT

10 We work to help children thrive in life. We carry out early childhood and family education programs in order to ensure that children enjoy the physical and emotional well-being, the language and cognitive development, the communication skills, and the self-confidence that they need to thrive in life. AÇEV ANNUAL REPORT - 8

11 9 - AÇEV ANNUAL REPORT

12 AÇEV: An 18-year success story In Dr Sevda Bekman, Dr Çiğdem Kağıtçıbaşı, and Dr Diane Sunar, three professors at Boğaziçi University in İstanbul, conducted research studies investigating the educational circumstances of preschool children. Among their findings, they reported that there were serious shortcomings in early childhood interventions in Turkey and that many children did not have the benefit of formal education during their most formative years. In a bid to address such deficiencies, the academics developed an alternative, home-based preschool education program called the Mother & Child Education Program (MOCEP in Turkish) which they then began implement. Their efforts, which were pursued as part of a longitudinal research project, were joined by Ayşen Özyeğin and formalized with the establishment of the Mother & Child Education Foundation (AÇEV), of which Mrs Özyeğin is the founding president The Mother & Child Education Foundation (AÇEV) is formally established, its logo is designed, and its first office is opened in İstanbul. Under the auspices of AÇEV, the Mother & Child Education Program (MOCEP) undertakes its first 25-week program in collaboration with the Ministry of National Education. The foundation begins to receive World Bank support for its Nonformal Education Project In response to observed needs among women with children, an adult literacy program is developed. A protocol dealing with this subject is signed between the foundation and the General Directorate for Apprenticeship and Nonformal Education AÇEV opens offices in Ankara and İzmir. The first courses in the foundation s Functional Adult Literacy Program (FALP) are launched At the request from mothers in ACEP, AÇEV begins developing its Father Support Program (FSP) and launches its first pilot program. AÇEV begins collaborating with the Averroes Foundation in Holland to conduct courses for immigrant families AÇEV becomes a member of the Early Childhood Education Advisory Group and is designated as its Early Childhood Education Representative for Central Asia. The first implementation of MOCEP s Cognitive Development Program is undertaken for Turkish immigrant families in the Belgian city of Ghent. AÇEV ANNUAL REPORT - 10

13 Continuing to expand the scope and effectiveness of its activities since its inception in 1993 through national and international collaborations, AÇEV today has a national presence in 65 of Turkey s 81 provinces and an international presence in 12 countries In response to requests from other countries, the Mother & Child Education Program is translated into English and is implemented for the first time in Bahrain. A set of materials called Family Letters is created, intended for parents with children in the 0-3 age group. AÇEV is designated the UNESCO Early Childhood Cooperation Center for Central Asia Work begins on the development of the Preschool Parent & Child Program (OVÇEP) and the first pilot project is carried out. AÇEV organizes the Central Asia Literacy Forum as part of its overall region-focused activities. A scientific council consisting of seventeen academicians is created at AÇEV In order to provide psychological support in the aftermath of the disastrous Marmara earthquake of August 1999, AÇEV spearheads the establishment of the İzmit Rehabilitation Center (İREM). AÇEV collaborates with the newspaper Hürriyet to conduct a literacy campaign. FALP is launched simultaneously in 10 different provinces. Mother & Child Education programs are launched in Belgium (Brussels) and France while a Mother Support Program is started in Germany AÇEV joins the National Education Support Campaign and sets up a Literacy Information Hotline to respond to requests for information about the campaign. AÇEV receives the National Female Health Commission of Voluntary Organizations Millennium Award and is also cited by the Yeni Olgu Arts and Activities Group as the year s most outstanding foundation After having cooperated for nearly a decade with the Ministry of National Education, implementation of the Mother & Child Education Program is formally turned over to the General Directorate for Apprenticeship and Nonformal Education. The Mother & Child Education Program is conducted in Bahrain in cooperation with the Bahrain Children s Society. Benimle Oynar mısın? ( Will you play with me? ), a TV program prepared jointly with Turkish Radio and Television Corporation (TRT) targeting preschool children and their families, begins broadcasting. The Radio and Television Journalists Association designates it The best children s program and it also receives the Year s Best Children s TV Program award from the YA-PA publishing house. AÇEV opens an office in Diyarbakır AÇEV is a founding partnerof the Education Reform Initiative AÇEV receives the Vehbi Koç Award from the Vehbi Koç Foundation for its contributions and efforts in education. The AÇEV Mother & Child Education Center opens in the Alipaşa district of Diyarbakır. This is the first time that the foundation engages in educational activities on its own premises. The foundation s Preschool Education Program and its ancillary Mother Support Program are conducted for the first time at the Summer Preschools in Diyarbakır. The tenth anniversary of the foundation s establishment is celebrated with a variety of activities AÇEV ANNUAL REPORT

14 AÇEV: An 18-year success story 2004 BADEP activities are extended to sixteen provinces in Turkey and are also introduced internationally for the first time in Germany. AÇEV sets up an in-house Institutional Development Unit. EU-supported projects dealing with issues related to sexual and reproductive health are undertaken in conjunction with the foundation s literacy and family education programs AÇEV joins forces with six non-governmental organizations active in the area of education to launch the 7 is Too Late campaign, to create awareness and to garner public support for early childhood education, and to provide guidance on early childhood education policy formation. As part of its 7 Is Too Late campaign, AÇEV also launches the Nutrition Project in collaboration with the Ministry of National Education. Our Class, a project undertaken jointly by AÇEV and Kanal D, begins providing literacy training via TV in the form of 65 broadcast episodes. In conjunction with its literacy program, AÇEV, the Education Reform Initiative, and KADER ( Association for the Support and Training of Women Candidates) join forces in an EU-supported project on the subject of gender equality in society AÇEV programs launch in Saudi Arabia and Switzerland. It s Good To Be A Father, a TV program created with the support of NTV to promote the Father Support Program and focus on the importance of fatherhood education, begins broadcasting. The first Information Day is held at AÇEV. At the gathering, attended by all of the foundation s field personnel, awards are given to those who have completed their tenth year of service. AÇEV conducts an international conference on the subject of Early Childhood Education for Social and Economic Development in conjunction with its 7 Is Too Late campaign. FALP earns AÇEV the UNESCO King Sejong Literacy Prize, an annual competition that rewards meritable and effective activities promoting literacy As part of the 7 Is Too Late campaign, AÇEV conducts a second round of media promotion activities, publishes a policy report on advocacy activities, and carries out lobbying efforts concerning early childhood education via newspaper ads in the run-up to general elections. The website is launched alongside the foundation s corporate website to provide families and specialists with 7 Is Too Late campaign information and support. AÇEV begins collaborating with Vodafone Turkey Foundation (VTF) in support of the Southeast Anatolia Summer Preschools Program. Under the Being a Parent project, child-related information spots for parents are prepared in collaboration with Digiturk, a Turkish satellite television provider. AÇEV is invited to present its work by the Women s Leadership Board of Harvard University John F. Kennedy School of Government 2008 New episodes of Will you play with me? begin broadcasting on Turkish Radio and Television. A book written by professor and AÇEV founding boardmember Sevda Bekman, Yıllar İçinde Anne Çocuk Eğitim Vakfı: Çok Bakışlı Bir Anlatı is published, providing a diversified account of the activities of AÇEV over the years. takes second place in the year s Altın Orumcek website awards. AÇEV signs a protocol with the Harvard University Graduate School of Education Center on the Developing Child (HCDC), formalizing collaboration in international strategies related to early childhood development and education. AÇEV ANNUAL REPORT - 12

15 In 2010, AÇEV received the World Innovation Summit Award for Education (WISE) award for its Mother & Child Education Program (MOCEP) The Multidimensional Women s Empowerment Project is launched with the support of Sabancı Foundation Grant Programs. The First Step project is launched with the support of the Vodafone Turkey Foundation. The third round of information and communication activities of the 7 Is Too Late campaign is conducted during May and June. takes first place in the year s Golden Spider website awards. The Me Too! Me Too! project is launched. My Home School activities aimed at women with children are carried out in İstanbul AÇEV receives the World Innovation Summit Award for Education (WISE) for its Mother & Child Education Program (MOCEP). With the support of Türk Ekonomi Bankası (TEB), the My Web School website is launched ( org) as part of the Me Too! Me Too! project. The Level-2 Functional Adult Literacy Program is further developed and relaunched as the Advanced Literacy & Access to Information Program. Targeted at women in rural areas, the Hill and Valley Women s Support Program is developed and inaugurated. Beş Ülkeden Anneler Anlatıyor: Anne Çocuk Eğitim Programı, a book in which mothers from five countries talk about the Mother & Child Education Program, is published. The Father Training for Families without Violence project begins with the support of the United Nations Development Fund for Women (UNIFEM) AÇEV renews and revises all of its educational programs so as to include the themes of Peace, Domestic Violence, and Child Protection. In line with its new undertakings, AÇEV collaborates with the ZTV Bilgi TV channel in launching the Life is Better Reading TV literacy project. Read & Write with AÇEV, a computer-based literacy program, is developed in line with the foundation s objectives of encouraging computer-aided instruction. Conducted in collaboration with VTF and MEB, the First Step project reaches 545 kindergarten classes in 53 provinces. AÇEV s second Information Day event is conducted in all provinces of Turkey with the participation of AÇEV team members. The foundation takes part in support activities in the aftermath of the October earthquake in Van AÇEV ANNUAL REPORT

16 Board of Trustees, Board of Directors, Advisors Board of Trustees Ayşen Özyeğin Prof Sevda Bekman Prof Çiğdem Kağıtçıbaşı Dr Ömer Arif Aras Hüsnü Özyeğin Süleyman Sözen Board of Directors Ayşen Özyeğin Prof Çiğdem Kağıtçıbaşı Ayla Göksel Prof Sevda Bekman Prof Tosun Terzioğlu Hüsnü M. Özyeğin Oya Sener President Member Member Member Member Member Our Advisors Advisory Board Prof Sevda Bekman Prof Çiğdem Kağıtçıbaşı Prof Aydın Yücesan Durgunoğlu Batuhan Aydagül Academic Consultants Prof Sevda Bekman Prof Çiğdem Kağıtçıbaşı Prof Aydın Yücesan Durgunoğlu Early Childhood Education Advisory Board Prof Berrin Akman Prof Sevda Bekman Prof Sibel Güneysu Prof Tanju Gürkan Prof Nergis Güven Prof Gelengül Haktanır Prof Ayla Oktay Prof Fulya Temel Prof Belma Tuğrul President Vice President Vice President&Executive Director Director Director Director Director Program and Research Consultants / Specialists Prof Yavuz Akpınar Prof Bahattin Akşit Prof Sevda Bekman Prof Aydın Yücesan Durgunoğlu Prof Çiğdem Kağıtçıbaşı Prof Ayhan Aksu Koç Prof Nükhet Sirman Prof Diane Sunar Prof Eser Erguvanlı Taylan Prof Mine Tan Prof İpek Gürkaynak Assoc Prof Banu Öney Assoc Prof Şemsa Özar Assoc Prof Oya Güngörmüş Özkardeş Asst Assoc Prof Zeynep Cemalcılar Asst Assoc Prof Feyza Çorapçı Asst Assoc Prof Mine Göl Güven Asst Assoc Prof Ayşegül Metindoğan-Wise Dr Enis Balkan Dr İdil lşıl Gül Dr Şule Yazgan Splt Psy Con Şeyma Doğramacı Splt Psy Con Aylin Atmaca Koçak Çiğdem Aydın Seda Akço Bürge Akbulut Gülşah Seral Aksakal Batuhan Aydagül Nigar Karacık AÇEV ANNUAL REPORT - 14

17 Our Sponsors and Partners As members of the AÇEV family, each of us is committed - both individually and as a group - to the vital mission of raising happy children. To this end we strive to prepare them for a better future. We regard our sponsors and supporters as important members of this family and we extend our most sincere gratitude for their contributions. Private Sponsors Hüsnü Özyeğin Ahmet Hüsnü Güreli Adem Erdoğan Ömer Özyürek Tuğba İnci Özbay Ayşen Özyeğin Ferit Ceyhun Zihna Mehmet Çebi Enver Murat Başbay Platinum Sponsor TRL 1,000,000 or more Red Sponsor TRL 250,000-TRL 999,999 Blue Sponsor TRL 100,000-TRL 249,999 Orange Sponsor TRL 25,000-TRL 99,999 Green Sponsor TRL 12,000-TRL 24, AÇEV ANNUAL REPORT

18 We work to transform society. We develop our educational programs in line with changing needs in society. We have included in our educational curriculum measures to foster peace and child protection and to prevent domestic violence. AÇEV ANNUAL REPORT - 16

19 17 - AÇEV ANNUAL REPORT

20 We strengthen the building blocks of society through our educational and support activities. Early Childhood Education Early Childhood Education programs aim to support both the development of children and their environment in the early years. These programs offer low-cost alternatives to center based programs, provide support to achieve quality in preschool education and promote family participation. Mother & Child Education Program The Mother & Child Education Program is a scientific home-based education program designed for mothers and their children in the 5-6 age group who have not received preschool education. The program works directly with mothers, aiming to provide them with support before their children start formal education, and to meet the needs of children in a home environment, where they would not otherwise be able to attend school. Preschool Parent & Child Program The Preschool Parent & Child Program is a scientifically based program designed to support children s cognitive development and foster their verbal and numerical skills, while also preparing them for primary education. It aims to strengthen the cooperation between schools and families and ensure the smooth transition from preschool education to primary education. Preschool Education Program Summer Preschools The Preschool Education Program is designed to develop the cognitive, verbal, social, emotional, and physical skills of children of children in most disadvantaged regions of Turkey. It targets 5-6 year olds who have not had any early childhood education and is implemented in the months immediately before the child begins formal schooling in order to prepare them for school and ensure a smooth transition. Will You Play With Me? Educational television Will You Play With Me? is an educational and entertaining children s program that was prepared by AÇEV in collaboration with Turkish Radio and Television Corporation (TRT) and broadcast weekly. This program was designed to both support children s development and enhance parenting skills of mothers. It was broadcast in four series on TRT channels beginning in the first half of AÇEV ANNUAL REPORT - 18

21 Family Education Programs In recognition of the importance of the child s immediate environment and, in particular, the guidance and influence of their parents, the Family Education Programs were developed to elicit the support and participation of parents in the development and education of their children. Mother Support Program The Mother Support Program is an educational program that seeks to provide mothers with information and support on issues related to their child s development and education and to strengthen the bonds between mothers and their children. The program takes the form of group activities in which mothers develop the parenting skills to enhance the child s overall wellbeing. Father Support Program The Father Support Program is a program aimed at contributing towards the multi-dimensional development of children by supporting their fathers. The program was prepared both to strengthen communication between fathers and their children and to promote democratic attitudes within the family. Parenting Seminars In addition to programs aimed at achieving long-term changes in behavior and attitudes, Parenting Seminars are conducted to enhance social awareness and inform people on a variety of issues related to parenting and child development. They are targeted at families with children up to 14 years of age. Family Letters Family Letters is a set of thirty letters which aim to provide prospective mothers and families with children up to 3 years of age with information about pregnancy and children s physical, cognitive, and social development. The manuals are complemented through seminars for parents. It s Good To Be A Father-Educational television It s Good To Be A Father was a TV series prepared jointly by AÇEV and NTV to promote the foundation s Father Support Program (FSP ) and to draw public attention to the importance of fatherhood and related issues AÇEV ANNUAL REPORT

22 We strengthen the building blocks of society through our educational and support activities. Literacy & Women s Empowerment Programs Functional Adult Literacy and Women s Empowerment Program The Functional Adult Literacy and Women s Empowerment Program was prepared to contribute towards systematic efforts aimed at combatting illiteracy among adults (those aged 15 or more). The program is especially targeted at women over 15 years of age who have moved to urban areas and experience difficulty taking part in social activities because of their inability to read or write. Advanced Literacy and Accessing Information The Advanced Literacy and Accessing Information Program is intended for women (ages 15 and up) who are certified as literate and wish to further develop their literacy skills. In addition to developing such skills, the program also teaches ways to access information while strengthening women s social positions. Rural Women & Child Training Hill and Valley Education and Women s Support Program The goal of the Hill and Valley Education and Women s Support Program is to strengthen, through education, the life skills of women and girls living in rural areas. Intended for girls and women aged 15 years or older, Hill and Valley was specifically developed to be modular in its approach with a focus on video-supported visual elements. I am Having Fun Learning Eğlenerek Öğreniyorum ( I am Having Fun Learning ) is a program developed for mothers of 3-6 year olds taking part in Hill and Valley to enable them to provide educational opportunities for their children through daily exercises. Bizim Sınıf-Educational Television Bizim Sınıf ( Our Class ) was the first project that AÇEV undertook (in collaboration with Kanal D) to provide literacy education via television broadcasting. Bizim Sınıf was broadcast five times a week from 27 June to 19 September 2005 as part of a daytime women s show. Hayat Okuyunca Güzel-Educational Television Hayat Okuyunca Güzel ( Life is Better Reading ) is an educational TV series AÇEV developed based on the Functional Adult Literacy Program. Currently in production in collaboration with ZTV Bilgi, the program is being broadcast all over Turkey on ZTV. Computer-Based Literacy Program (BİTOP) AÇEV s Computer-Based Literacy Program (BİTOP) was designed to bring together all of the materials and experience that the foundation had built up through the basic and advanced literacy programs it had been conducting since Its target audience consists of adults who are just beginning to read, youth and adults who want to refresh their skills, and adults who are preparing for the Level II Literacy exam. AÇEV ANNUAL REPORT - 20

23 AÇEV Academy The AÇEV Academy is an institutional development program which was created to support all foundation staff and broaden their areas of expertise to make them less program specific individuals. It does this by enabling them to keep abreast of changing information and trends and to take part in an integrated professional development program. International activities AÇEV cooperates with a variety of international organizations to ensure its own knowledge and experience becomes available to other countries. AÇEV continues to share its knowledge and experience in the fields of early childhood and adult education - its areas of particular expertise - through a variety of networks including UNESCO, World Bank, UNICEF and EU. Advocacy activities AÇEV is also involved in advocacy activities aimed at creating awareness, raising consciousness and providing information on early childhood and adult education. The foundation also seeks to garner support from every segment of society and to influence policy-making. 7 Is Too Late AÇEV s 7 Is Too Late campaign focused on the vital importance of a child s cognitive development in its first six years. The foundation initially conducted this campaign from 2005 to 2010 to increase public awareness and knowledge regarding the importance of preschool education and to expand preschool education across Turkey. In addition, the foundation has also been engaging in advocacy activities on a variety of subjects related to social attitudes towards gender and disability. In 2011, AÇEV incorporated the issues of peaceful relations, child protection and domestic violence into its educational programs and projects AÇEV ANNUAL REPORT

24 We are developing new education models. We are working actively to develop new educational models to reach out to new target groups. To this end we have made significant advances in mobile SMS services, webbased and computer aided educational programs. AÇEV ANNUAL REPORT - 22

25 23 - AÇEV ANNUAL REPORT

26 Overview of Activities in and 2011 were years during which AÇEV expanded the scope of its projects, significantly broadened its reach and took its first steps in new undertakings in collaboration with its partners for various long-term projects. The years were also marked by the receipt of the internationallyprestigious WISE award. We delivered educational services to 141,243 people during this period In , AÇEV achieved all of its targets for the numbers of courses and beneficiaries reached. The foundation successfully delivered educational support activities to 141,243 individuals. We were honored with the WISE award, a major global partnership initiative in the field of education The successes of AÇEV were further bolstered by its receipt of one of the awards of the World Innovation Summit for Education (WISE). This award once again confirms, on an international platform, the effectiveness of the foundation s educational programs. The MOCEP program was one of only six projects that were selected from among 400 qualifying entries submitted from 89 countries. The WISE award is important in that it is evidence of the program s effectiveness as a striking and ongoing example of how education can be transformed by innovation, content and investment based on 28 years of hands-on experience. The impact of the program s success is also strengthened by the fact that it paved the way for the inclusion of family education in educational policy in Turkey. Following up the 7 Is Too Late campaign, we began to focus our efforts on the quality of preschool education Active communication activities related to the 7 Is Too Late campaign that we launched in 2005 were wound up in 2010, as our goals of expanding preschool education and ensuring kindergarten enrolment was compulsory had largely been achieved by then. The compulsory preschool education requirements introduced by the Ministry of National Education in 2009 for 5 and 6 year olds had been extended to 57 provinces while associated school enrollment rates reached 44% in the 4-5 age group and 67% in the 5-6 age group. The ministry has announced that it intends to press ahead with this program, which envisages that all children will begin receiving preschool education by As a result of these developments, AÇEV is now focusing on the quality of preschool education. To this end, a partnership agreement has been signed with UNICEF under which leadership is to be provided in formulating Community-Based Preschool and Child Care Services quality criteria and effecting improvements in the inspectorial system. Work has begun on this program, which is taking place within the framework of the European Union s Strengthening Preschool Education project based on the recommendations of the Early Childhood Education Advisory Committee. We have strengthened our partnerships While undertaking new education programs in 2010 and 2011, our existing education partners continued to support ongoing projects and thus broaden the dimensions of our effectiveness. This is an indication that we have gained experience in successfully applying a variety of collaboration models. The First Step Project, a project conducted under a joint protocol signed with the Vodafone Turkey Foundation and the Ministry of National Education, is a model example of a public-ngo-private sector partnership. The Me Too! Me Too! project conducted with the support of Türk Ekonomi Bankası has also another example of private public partnership. AÇEV ANNUAL REPORT - 24

27 The impact of our programs, our performance metrics, our flexibility in quickly adapting to new developments, and our compatibility in working with stakeholders have all made AÇEV a much sought-after partner. Projects with Empower, Boeing, and Colgate are giving the foundation experience in working with a range of international organizations while our project with the Sabancı Foundation serves as a model for our cooperation with a national NGO that is a source of funding. The impact of such programs, our success, our performance metrics, our flexibility in quickly adapting to new developments, and our compatibility in working with supporters have all made AÇEV a much sought-after partner. We expanded the scope of our projects and added new activities We have been conducting the First Step project in conjunction with the Vodafone Turkey Foundation since The scope of this project was expanded with the addition of 11 new provinces in 2010 and another 24 in 2010, bringing the total to 53. The Multidimensional Women s Empowerment Project that we conducted with the Sabancı Foundation was expanded with the addition of the Ankara and Bursa provinces in This project was completed in June The Me Too! Me Too! project conducted with the support of Türk Ekonomi Bankası was expanded to include a number of İstanbul s townships that were deemed to be in need. Under the same project, we launched a support website ( org) for preschool teachers in October As of the end of 2011, the website had 3,095 registered members, and its Facebook page had 9,669 fans. The dental health education module that we launched in collaboration with Colgate as part of our literacy program for women was introduced in Diyarbakır as well as in İstanbul. Hill and Valley reaches out to new villages The Hill and Valley Women s Support Program was developed and is being implemented for women living in rural areas, identified by AÇEV as groups most in need of educational support. In the wake of pilot projects in Konya and Bitlis, work was also initiated in the Tokat and Samsun provinces in 2010 and continued in An agreement has been signed with the Ministry of Food, Agriculture, and Livestock whose aim is to support the furtherance and sustainability of the program. The foundation continued working on the program in cooperation with various local agencies while programmatic activities in provinces such as Tokat and Konya were supported with funding from the UBS Optimus Foundation and EU project-finance resources. Inaugurated to reach out to a new target audience, this program involved the creation of a new educational model supported by films and other visual materials. To this end, the support of basic classes and their instructors was utilized, while both the Hill and Valley and the Having Fun Learning programs for mothers and their children were implemented. Efforts in the Samsun, Niğde, and Tokat provinces were also expanded during the year with the involvement of agricultural consultants and home economists. As of the end of June 2011, 3,106 adults and children were reached through 130 courses under the Rural Women & Child Training Program. We launched new technology-supported education initiatives Among the most innovative of the models AÇEV introduced to achieve its objectives is the Computer-Based Literacy Program (BİTOP), which began in This project has the support of three major international institutions: JP Morgan Chase Bank, Empower, and the Ashmore Foundation. AÇEV s pioneering involvement in this new field is a source of both excitement and pride. With computer use spreading even faster than predicted in Turkey, technology-supported projects such as this one will supply additional momentum to the spread of education throughout the country AÇEV ANNUAL REPORT

28 Overview of Activities in The program is accessible through a new internet portal located at It was designed to bring the scope and experience of the basic and advanced literacy programs together into alignment with the new strategic objectives of the Functional Adult Literacy Program (FALP) unit. The foundation s goal is to reach 10,000 general users through this website in Additionally, the www. acevokuloncesi.org website developed for preschool teachers as part of the TEB project quickly became an important resource for preschool teachers, while the First Step project website was structured to encourage information sharing among the project s instructors. We are developing content and projects to address new issues involving women and children The target audience for our foundation s educational services are children and families. As members of these groups are also frequently exposed to violence, we also conduct broad-based meetings aimed at addressing this issue. In line with the consensuses arising from such meetings, AÇEV has begun efforts to help protect children in particular and to create environments that foster their growth and that provide them with the support they deserve. To this end, we have prepared a Country Status Report on Child Protection and a number of reports containing policy recommendations. In the period ahead, we plan to carry out a variety of activities aimed at creating awareness on this subject. We are seeking new solutions to provide better fatherhood education Launched with the support of UN Women, the Fatherhood Education for Families without Violence project has been introduced as part of AÇEV s Fatherhood Education Program. This project focuses on the prevention of domestic violence while also addressing a number of gender issues at the family level. This program made important progress towards developing capacity, both in course content and in instructors. Program activities continued with the addition of new content. We are exploring public financing models to increase women s employment rates through childcare incentives and subsides. In collaborations with KADİGER, (Women Entrepreneurs Association of Turkey) and the technical support of PricewaterhouseCoopers, AÇEV has been working with the Ministry of Labor and Social Security to develop the model and evidence of the effectiveness of such advocacy efforts has been the inclusion in the newly elected government s program a commitment to provide subsidies for childcare. We plan to continue working with the Ministry and other public agencies in order to create the legal frameworks and technical infrastructures necessary to ensure that the implementation of this support is realized and sustainable. We have forged new partnerships in the international arena In , we received requests for new partnerships from countries in which our educational programs were currently being conducted. We also received similar requests from countries in which the foundation had not previously been involved. These include Afghanistan, Austria, Bosnia-Herzegovina, Palestine, Qatar, Sweden, Syria, Tajikistan, and the United Kingdom as well as International Step by Step Association (ISSA) member countries (Azerbaijan, Croatia, Kosovo, Kyrgyzstan, Lithuania, Moldova, Mongolia, Montenegro, Poland, Serbia, Slovakia). A university-level project is being conducted in Mexico, with our educational program for mothers translated into Spanish and piloted in Mexico City. In addition to these undertakings, our membership in the World Forum Alliance was renewed for two years and AÇEV has been designated an Operational Relationship Partner of UNESCO as well as an NGO Collective Consultant under the Education For All initiative. We renewed all of our educational programs The integration of the themes of Peace, Child Protection, and Domestic Violence into the content of our educational programs was completed for our family education courses AÇEV ANNUAL REPORT - 26

29 The vision for AÇEV-supported Child Development Centers is to provide high quality yet affordable early childhood care and education services through a financially self-sustaining and replicable model. in Our aim is to have these themes incorporated into all of our new instructor training programs by the end of We will continue our efforts to develop AÇEV educational programs by undertaking thematic revisions in to reflect most pressing issues in society. We have expanded our online presence AÇEV s website was revamped as well as new websites and social media pages created in During the reporting period, AÇEV s website received 885,670 hits from 209,789 visitors, and the 7 Is Too Late website received 394,965 hits from 120,933 visitors. The foundation s preschool education resource website, which became operational in October 2010, currently has 3,095 members. During the reporting period, its received 538,814 hits from 76,064 visitors. AÇEV s Facebook page has over 10,000 fans while content has been viewed 784,330 times. We continue to deliver educational services by TV Reviewing the success of the Our Class TV series in 2005, we were prompted to think about new ways to make use of TV as an educational medium. The result was the Life is Better with Reading TV literacy program, a series that was produced by the ZTV Bilgi TV channel with the support of Accenture, a global consultancy firm, and with AÇEV acting as a script and production consultant. Episodes of the series began broadcasting on 12 October 2011 and have been enjoyed by viewers across the country. Working on the development of standards in education As a non-governmental organization that is constantly growing and expanding through its programs, trainings, and volunteer instructors, AÇEV is working on the development of standards to ensure the quality and sustainability of its educational programs and teaching materials. During the reporting period, AÇEV s overall educational approaches and principles were set forth in an AÇEV Educational Standards Regulations. Job descriptions, recruitment criteria, and career development processes and their associated standards were defined for all of the foundation s educational activities and educators. AÇEV Educational Standards Manual consists of five basic processes individually identified as New Program Development & Revision, Instructor Training, Program Implementation, Monitoring & Evaluation System, and Impact Analysis. These standards delineate steps to be followed, documents to be used, procedures to be implemented, and the duties and accountabilities of personnel. Developing a social business model: Child Development Centers The vision for AÇEV-supported Child Development Centers is to provide high quality yet affordable early childhood care and education services through and financially selfsustaining and replicable model. AÇEV has created a team to develop the educational content for these centers and is working hard to open the first centers in Istanbul in Improving our working culture AÇEV has developed an institutional archive and document management system in which to store all of the information it has accumulated since An institution wide intranet has also been developed to improve in-house communication and interaction AÇEV ANNUAL REPORT

30 Overview of Activities in EARLY CHILDHOOD EDUCATION Expanding our institutional partnerships During the reporting period, AÇEV provided technical support to the Ministry of Education in the development of the National Family Education Program. The National Family Education Program is based on scientific knowledge base of AÇEV and the various family education programs it has been conducting for years in partnership with the Ministry of National Education. More recently, AÇEV has been cooperating with the General Directorate for Lifelong Learning (formerly the General Directorate for Apprenticeship and Nonformal Education) to provide training of trainers and the development of a monitoring and supervision system. The foundation has also signed a number of new agreements with the Ministry of National Education Directorate General for Special Education, Guidance and Counseling Services for the training of Mother Support instructors as well as General Directorate for Basic Education Learning (formerly the General Directorate for Preschool Education) for the Preschool Parent & Child Education and the Summer Kindergartens program. AÇEV is providing consultancy services to the EU-funded Strengthening Preschool Education project launched with the technical support of UNICEF and coordinated by the Ministry of National Education. To this end, a partnership agreement has been signed with UNICEF, under which the partnership will formulate quality criteria for community-based preschool and child care services and improve the inspection system. With the input of the Early Childhood Education Advisory Council AÇEV has made significant progress on these goals. During the reporting period, AÇEV continued its collaboration with the Ministry of National Education and the private sector to expand the scope of its programs. The First Step project sponsored by the Vodafone Turkey Foundation and the Me Too! Me Too! project sponsored by Türk Ekonomi Bankası have been our two prominent projects in early childhood. These projects are conducted under the protocols of the Ministry of National Education s General Directorate for Basic Education. In addition to the activities carried out in the field for both projects, two new websites ( and org) were launched to serve as resources for educators. An impact assessment survey was also conducted on the First Step project. AÇEV is providing consultancy services to the EU-funded Strengthening Preschool Education project launched with the technical support of UNICEF and coordinated by the Ministry of National Education. AÇEV ANNUAL REPORT - 28

31 We surpassed our target number of beneficiaries During the reporting period, AÇEV facilitated 2,928 early childhood and family education courses in Turkey and abroad and reached 96,321 mothers and their children. In both cases, AÇEV surpassed its own targets. Training was provided to 688 teachers and 215 school administrators in various seminars that included those under the First Step project. Although there has been a reduction in the number of Mother & Child Education Program courses conducted with the Ministry of National Education and with the General Directorate for Social Services and the Child Protection Agency since the launch of the National Family Education Programs, the number of people participating in them is still quite substantial. Two other projects that make a significant contribution to the spread of early childhood education are the First Step and Me Too! Me Too! programs. The total number of participants in these two projects topped 36,000. The Preschool Parent & Child Education Program conducted with the Ministry of National Education also continued successfully during the reporting period: 369 courses were held, attended by 17,394 people. Supervision and observation support was provided for all of these programs. Efforts were also made to increase the number of observers and instructor-trainers in line with new collaborations and expanded objectives. Early Childhood Education Number of provinces 59 Number of courses 2,928 Number of people reached 96,321 Projects conducted jointly with the public, private and third sector made significant contributions to AÇEV s early childhood education activities AÇEV ANNUAL REPORT

32 Overview of Activities in The First Step project is now in its third year The First Step project was launched in 2009 as a joint effort involving the Vodafone Turkey Foundation (VTF), the Mother & Child Education Foundation (AÇEV), and Ministry of National Education s General Directorate for Preschool Education (OÖEGM). Since the ministry s reorganization, the project is being continued in collaboration with the General Directorate for Basic Education. The goal of this project is to provide high quality preschool education opportunities in areas where there is inadequate access in order for children to have a more fair start to life. First Step brings together the classroom resources, instructors, and family support activities of the Summer Kindergartens and Mother Support Education Programs, which AÇEV and VTF have been conducting since 2007, and expands them to encompass both the entire country and the whole year. It is one of the most comprehensive preschool education projects ever undertaken in Turkey. As of the current academic year, a total of 545 kindergarten classes were established in which close to mothers, children, and teachers have benefited. A variety of activities were carried out to provide high quality preschool education under the First Step project: 1. Materials and equipment: Taking into account provinces in which preschool education enrollment rates are low, materials and equipment are a huge need for new classes to be established. 180 kindergarten classes in 18 provinces were furbished during the first year, 110 kindergarten classes in 11 provinces furbished in the second year, and 125 kindergarten classes in 24 provinces during the third year. 2. Teacher training: preschool teachers were given training on the new classroom equipment and the principles of its effective use, principles of effective learning, and teaching strategies. Training seminars were conducted on the practicalities of AÇEV s child education and mother support programs. Seminars were also conducted for school administrators on communication and leadership-related issues. 3. Curriculum support: AÇEV s Child Education Program cognitive development daily worksheets designed to support preliteracy and pre numeracy skills of children were provided to every child. 4. Engaging families: Teachers were trained on the Mother Support Program and provided with materials to meet with mothers weekly. The First Step project s website was launched. The First Step project s website was prepared and launched in Located at org, the website provides detailed information about the project while also serving as an important social network platform through which teachers may interact. This interaction takes place in the First Step Teachers Lounge, where teachers talk about their project experiences. Other sections of the website include The Importance of Preschool Education, First Step Classrooms (which contains VR photographs), and First-Hand@FirstStep, (where project-related experiences may be shared.) Structured to be highly user-focused in design and content, the website also provides access to up-to-date information about all project-related activities and news. AÇEV ANNUAL REPORT - 30

33 5. Monitoring and evaluation: AÇEV staff and regional supervisors closely monitored the project and teachers engagement. An impact assessment survey was also conducted to determine the effectiveness of the project during Project sites were selected according to criteria of low preschool enrollment rates. Project implementation provinces in : Adana, Afyon, Ağrı, Ankara, Batman, Bursa, Diyarbakır, Erzurum, İstanbul, İzmir, Kahramanmaraş, Konya, Mardin, Ordu, Sivas, Şanlıurfa, Tokat, Van. Project implementation provinces in : Adıyaman, Çorum, Gaziantep, Hakkari, Iğdır, Kars, Kastamonu, Kayseri, Şırnak, Tekirdağ, Zonguldak. First Step is one of the most comprehensive preschool education projects ever undertaken in Turkey. As of the current academic year, a total of 545 kindergarten classes were established in which close to mothers, children, and teachers have benefited. Project implementation provinces in : Aksaray, Antalya, Aydın, Balıkesir, Bingöl, Bitlis, Bolu, Çankırı, Düzce, Edirne, Elazığ, Erzincan, Eskişehir, Gümüşhane, Kırklareli, Kilis, Kocaeli, Malatya, Manisa, Osmaniye, Sakarya, Samsun, Siirt, Trabzon. A total of 235 classes in 35 provinces were equipped as a result of projects in , while education-related teacher-training seminars were conducted for 412 First Step instructors and for 215 school administrators. During the second half of the academic year, a number of revisions were made to project implementation. For example, a module was developed to enable schools across the country to apply online to become project sites. Revisions were also made in the content of the training seminars to reflect the needs and capabilities of teachers. It was also decided to take a more holistic approach and include the various actors in delivery of preschool education and training was also provided to school administrators. An evaluation study was conducted in three provinces (Gaziantep, Tekirdağ, and Zonguldak) to assess the impact of the project on children, mothers and teachers. Data collected over the year in line with project-specific criteria was analyzed and published in an impact assessment report. First Step is a project that was launched in collaboration with Vodafone Turkey Foundation to promote and to ensure the quality of preschool education. This project will continue and be extended to encompass all 81 of the country s provinces during the coming academic year. AÇEV Mother & Child SMS service for mobile education. A toll-free mobile service was developed to provide text-message information to mothers on child development for the 0-6 age group. Mothers may subscribe to the free service and are sent text messages every other day (a total of fifteen a month). The SMS service is catered to the age of the child supplied and includes month-specific developmental information as well as suggestions for how parents may support their children as well as comfort and reassurance to new mothers. A total of 1,080 messages have been composed for this service, The content of the messages were derived from Family Letters and from Mother Support Program materials AÇEV ANNUAL REPORT

34 Overview of Activities in The TEB-supported Me Too! Me Too! project AÇEV s Me Too! Me Too! project is being conducted in collaboration with Türk Ekonomi Bankası (TEB) and with the support of the Ministry of National Education (MEB). During the reporting period, a variety of activities were carried out under the project to support preschool education. AÇEV s My Home School program is conducted in poorer districts of İstanbul as well as in parts of the city that are favored by newcomers to the city. My Home School is designed to reach children aged 5-6 who have had no previous experience with preschool education (usually due to lack of economic means of families) through training their mothers in the provision of a home based early learning model. Under this program, mothers take part in a twelve-week course conducted by AÇEV-trained instructors. These courses teach mothers how to use the Child Education Program to support their children s verbal and numerical skills in the home environment, while also providing them with information on communication with children, family attitudes, aspects of child development, and women s health. During the reporting period, 200 courses were conducted and attended by a total of 7,723 mothers and children. My Beautiful Class is an activity organized by TEB during the first year of the project with the aims of encouraging its personnel to volunteer their time and effort to the project. TEB volunteers contacted schools that provided mother trainings to determine what materials were needed by kindergarten classes, after which efforts were made to procure them. As a result of these activities, material support was provided to 55 kindergarten classrooms at 46 schools. Another Me Too! Me Too! project component is My Web School, which was started in October 2010 with the launch of the website. Intended for preschool and kindergarten teachers and teacher-trainees, the website is designed to be a trusted source of information and ideas. Since then, has acquired 3,095 registered users, while its Facebook page has nearly 10,000 followers. Other information available on the website includes a detailed description of preschool programs, an extensive pool of resources about educational goals and gains for teacher use, examples of preschool education programs and approaches taken from other countries, and information frequently needed by teachers on such matters as classroom management, day-to-day work flow, family involvement, and orientation.) The website also contains suggestions for special day and special week activities that teachers may organize in their classrooms as part of preschool education programs. Additionally, it hosts an extensive archive of multimedia resources on that include video, picture, PowerPoint presentation, and audio recording support for program content. During the reporting period, 200 courses were conducted under the Me Too! Me Too! project with TEB support. These were attended by a total of 7,723 mothers and children. AÇEV ANNUAL REPORT - 32

35 FATHER TRAINING In , AÇEV collaborated with the MEB General Directorate for Apprenticeship and Nonformal Education (which was reorganized as the General Directorate for Life-Long Learning in 2011) and with the General Directorate for Primary Education (now the General Directorate for Basic Education ) in order to increase the involvement of these agencies in the foundation s Father Support Program (FSP). During the reporting period, 453 BADEP courses were held in 30 provinces and attended by 11,330 people. There was a significant rise in the percentage of instructors taking part in BADEP teacher-training activities who organized support groups. This resulted as much from trainee candidate selection processes as from encouragement to open support groups. Revisions were made in BADEP content in line with the thematic additions made to other AÇEV programs, and instructors were given refreshment trainings on the revised versions. The Fatherhood Education for Families without Violence project gets under way As an organization actively involved in women s literacy education and that has considerable experience helping women to cope with gender-related issues in society, AÇEV is particularly mindful of violence directed at women and it believes that it is important to work with men directly in order to resolve these problems. Because its Father Support Program gives it access to an extensive audience of men, AÇEV submitted its Fatherhood Education for Families without Violence project to the United Nations Entity for Gender Equality and the Empowerment of Women (UN Women) in The project was approved in October Important progress was made under this project during 2011, both in developing content for training programs on gender issues and domestic violence and in improving trainers capacity. Extensive revisions were made in Father Support Program content that included the addition of new components dealing with domestic violence. Instructor trainings were also revised accordingly. Another objective of the project is to develop awareness among the wives of program participants on domestic violence issues. The project targets over three years are to reach 2,600 fathers through 200 courses, and to reach 2000 women through informational meetings aimed at mothers. Another goal is to provide informational education to 585 school administrators through meetings to be held at 14 schools. Father Training Number of provinces 30 Number of courses 453 Number of people reached 11,330 Father Support Programs reach out to imprisoned fathers Seeking ways to extend its programs into new areas, in the first half of 2010 AÇEV undertook a pilot project to test the feasibility of conducting its Father Support Program in prisons. The project took place over an eight week period at the Ümraniye prison, reaching 16 male prisoners. AÇEV is in discussions with the Ministry of Justice to develop a program for imprisoned fathers. During the reporting period, training was given to 90 new instructors under the project while 130 existing instructors took part in refresher training AÇEV ANNUAL REPORT

36 Overview of Activities in LITERACY & WOMEN S EMPOWERMENT Literacy education was revised to reflect new attitudes and approaches. Along with its basic literacy program, AÇEV has been conducting a functional adult literacy program since In 2010, this program was revised and expanded to meet the changing needs of the program s participants as well as the demands of today s information society. As a result of these revisions, the program has been recast and renamed Advanced Literacy & Access to Information Program. The goal of the new program is to make it possible for participants to achieve a level of literacy that is productive, functional, and sustainable, and to make use of literacy as a means to improve the quality of their lives. For this reason, when formulating the new program, attention was given to developing skills such as reading fluency, composition, critical thinking, information access, and using information and information technologies effectively. Program revision efforts were guided by two insights: the first being that the need for basic literacy programs will decline; the second being that there is likely to be a substantial group of people who, even though they have acquired basic literacy skills, will not have fully developed them or even reached a primary school level of proficiency. Strong support for FALP coming from different agencies and organizations contributed significantly to the program s expansion and development. During the reporting period, a number of projects were undertaken to expand the scope and effectiveness of the foundation activities. The Multidimensional Women s Empowerment Project continued with Sabancı Foundation Grant Program support. Literacy education activities were also extended in a number of provinces through projects supported by such groups as OMV, Accenture, Empower, United States Office of Global Women s Issues, Bridgepoint, Citibank, and Louis Vuitton. Funding was also secured from Ashmore Foundation, Empower, and JP Morgan for the development of a computer-based literacy program. Accenture and ZTV Bilgi provided support for the launching of an educational TV program. Revised in line with changing needs of the program s participants in today s information society, AÇEV s Functional Adult Literacy Program has been relaunched as an advanced literacy & access to information program. Revised in line with changing needs of the program s participants in today s information society, AÇEV s Functional Adult Literacy Program has been relaunched as an advanced literacy & access to information program. Literacy education activities were carried out in eight provinces. Literacy and women s empowerment program activities during the reporting period resulted in the opening of 1,161 courses in eight provinces. These courses were attended by 20,248 people. Efforts were made to increase the number of advanced literacy courses. During the same period, eight instructor training programs were conducted through which 153 new volunteers received training. Existing volunteers efforts to open new courses were also supported with the result that 64% of all courses were opened by existing and newly-recruited AÇEV ANNUAL REPORT - 34

37 volunteers. Thirty-two field inspectors active in the eight provinces monitored the extent and quality of these courses. This field team helped ensure that courses were conducted that provided volunteer instructors with intensive support without sacrificing quality. The array of projects made it possible to reach target audiences on the one hand while also providing new opportunities to deliver high-quality educational services on the other. It also contributed towards the enrichment of program content and the diversification of target groups. Over the last two years, young women in the age group, children in the 5-8 age group, primary school children in grades 6 through 8, and women with orthopedic disabilities were included in our target audience. This had the additional effect of expanding the areas of our collaboration with a variety of agencies and organizations. There were also innovations in the ways that we reach our target audiences, including panel discussions, seminars for pupils in grades 6 through 8, professional group presentations aimed at supporting refresher course attendance, and reading groups for children. The results of these new method trials were successful. In collaboration with Colgate, volunteer instructors were given training on oral hygiene and dental care issues with the idea that this information would be passed on to those attending their courses. As a result of solicitations for AÇEV s programmatic help, the foundation found opportunities to conduct rural-based courses in Tatvan (with the Özyeğin Foundation) and in Samsun (with the Special Provincial Administration). Recalling the success of the Our Class TV series in 2005, we sought new ways to make use of TV as an educational medium. The result was the Life is Better with Reading TV literacy program, a series that was produced by the ZTV Bilgi TV channel. Episodes of the series can now be viewed all over the country by those with access to a satellite TV service provider. A computer-based literacy program pilot project gets under way. Read & Write with AÇEV is a computer-based literacy program that was conceived in line with the foundation s objectives of making more effective use of technology in education and of encouraging computer-aided instruction. The goals of the functional adult literacy and advanced literacy programs are first to give adults the basic literacy and numeracy skills that they need and then to develop those skills at higher levels. These programs are accessible from the website s learning portal. Their content has been revised to satisfy the requirements of computer-based education, while new exercises have also been designed for new learning areas. Five thousand exercises have been prepared in three separate modules (Literacy, Mathematics, Reading Readiness) to help learners at different levels to improve their literacy and numeracy skills, and are available from the portal. Under a two-year project started in October 2010 with the Avallian AG firm, work has begun on creating the portal and a team of writers completed creation of the material. Testing of the portal began on 1 November 2011 and an impact assessment survey began simultaneously. The portal is slated to be accessible for public use in May Literacy &Women s Empowerment Programs Number of provinces 8 Number of courses 1,161 Number of people reached 20,248 In response to impact of technological developments in education, the content of our literacy programs has been adapted to a computer based education model AÇEV ANNUAL REPORT

38 Overview of Activities in Reading Days for Children was developed to improve reading habits of children Reading Days for Children was developed as a literacy support program that would also be a low-cost program engaging volunteers. It is a program designed to engage children in reading and to appreciate books. Initial trials in 2010 showed that it was capable of being implemented quickly and extensively. AÇEV plans to broaden the scope of this model, through student volunteers. TV education: Life Is Better Reading Life Is Better Reading is a TV-based education project that is being undertaken for adults in Turkey who have not learned how to read or whose reading skills are inadequate. Some people who don t know how to read or write are unfortunately unable, for one reason or another, to attend literacy courses or may have no access to such resources. In recognition of this fact, AÇEV joined forces with ZTV Bilgi and developed the Life Is Better Reading TV program. The aims of this TV series are to equalize educational opportunities among all adults, to increase viewers participation in social life, to improve the literacy skills of individuals who are confined to their homes or are otherwise unable to attend courses, and to provide additional support to those who do attend such classes. This series was developed on the basis of the Functional Adult Literacy Program which AÇEV has been successfully conducting in the field in collaboration with the Ministry of National Education s General Directorate for Apprenticeships and Distance Education since The program is now being broadcast to viewers all over Turkey via ZTV Bilgi s TURKSAT 3A MHz channel. In an effort to address the learning needs of adults on a more general basis, Life Is Better Reading seeks to develop viewers numeracy skills as well as their literacy skills. In each episode, a group of 8 to 10 people (who actually attended AÇEV literacy classes at some point previously) act as students. While attention is given to basic literacy and numeracy skills, the program also conveys messages about such habits and abilities such as newspaper reading, listening, and understanding. One instructional technique that is used involves breaking the fourth wall : actors address viewers directly and ask them to interact with the program in such ways as reading out loud what has been written or writing down something that they see or hear. AÇEV ANNUAL REPORT - 36

39 RURAL WOMEN & CHILD TRAINING From many suggestions, the name chosen for the Rural Women Education Program that AÇEV developed to empower women living in rural areas was the Hill and Valley Education and Women s Support Program to reflect the environment of the women the program targets. Work has begun on implementing this program through a variety of partnerships. Rural-area activities undertaken during the reporting period were conducted not only to expand the scope of the Hill and Valley Program but also to support preschool education in these areas. In 2011 a cooperation protocol was signed between the foundation and the Ministry of Food, Agriculture, and Livestock to generate support for expanded implementation of the program and to make it possible to work more effectively with agricultural consultants. At the same time, the foundation also continued its efforts to support rural-area preschool and mother education activities in Tokat and Konya with funding supplied by the UBS Optimus Foundation and by EU project resources. Under this heading, support was provided not only for kindergarten classes and teachers but also for the conduct of the Hill and Valley and the Having Fun Learning programs for mothers and their children. Efforts were also made to expand activities in the provinces of Samsun, Niğde, and Tokat during the year with the involvement of agricultural consultants and home economists. To this end, support was provided through a system of field consultants and observers. At the same time, in collaboration with the Rural Developments Program conducted in the Kilis Ravanda basin by the Hüsnü M. Özyeğin Foundation, efforts were made to broaden the scope of the program in eight villages taking part in the project. Rural Women & Child Training Number of provinces 6 Number of courses 130 Number of people reached 3,106 Our activities in the rural areas of Turkey focused on expanding the reach of Hill and Valley Program as well as support of preschool education AÇEV ANNUAL REPORT

40 Overview of Activities in Hill and Valley Women s Support Program activities reach out to villagers across Turkey. The aim of this program is to provide education that will strengthen the life skills of women and girls in rural areas. Intended to meet the needs of females above 15 years, Hill and Valley was specifically developed to be modular, flexible, easy to implement, and strongly visual in its approach through the use of materials such as films and posters. The Hill and Valley Women s Support Program consists of nine basic components: Healthy Living, Healthy Pregnancy, Child Care, Health, and Nutrition, Child Growth and Development, Communicating with Children and Positive Behavioral Development, Reducing Negative Behavior in Children, Women s Health, The Environment, and Our Rights. The materials prepared for the Hill and Valley Women s Support Program consist of an instructor s handbook and eight posters and educational films on individual course components used in group sessions. Women taking part in courses very much enjoyed The Women of Our Village mini-dramas prepared as films for use in the program and it was decided to convert the films to TV-broadcast format as episodes complete with introductions. The purpose of the Having Fun Learning module was to help women living in rural areas transform their ordinary day-to-day activities into individual learning experiences for their children. Recognizing the heavy work responsibilities of women in these areas have, Having Fun Learning takes the approach of helping mothers to realize and understand that they can spend time with their children even while doing their work, that they can support their children s learning through play, and that they can create games with their children using everyday materials found in the home. During the reporting period, a training seminar attended by 122 instructors was held for Hill and Valley Women s Support Program. A total of 3,106 individuals took part in 130 program courses held in different townships of the provinces of Konya, Bitlis, Tokat, and Van in 2010 and of Konya, Tokat, Niğde, Zonguldak, Kilis, and Samsun in Courses were conducted in ninety different villages located in thirty of these provinces counties. A total of 505 children were also reached through Having Fun Learning activities. An essential component of the activities developed to support early childhood education in villages consists of coffee-house meetings organized both to create awareness about the importance of preschool education and to solicit the support of villagers for projects. A total of 288 men were provided information about the foundation s projects through these meetings. A total of 3,611 adults and children were reached through 130 courses that were held under the Hill & Valley and the Having Fun Learning programs in rural areas. AÇEV ANNUAL REPORT - 38

41 INSTITUTIONAL DEVELOPMENT ACTIVITIES The work of this unit is multifold and currently is focused on strengthening content and assuring the quality and fidelity of AÇEV programs, incubation of new projects and development of public policy. As such, it is an integral part of both ensuring the improvement of our education programs but also paving the future of AÇEV. In , the unit has engaged in a broad range of initiatives. Strengthening National Family Education Program AÇEV signed a protocol specifying areas of cooperation for the 0-18 National Family Education Program with the General Directorate for Apprenticeship and Nonformal Education (now the General Directorate for Lifelong Learning). Under this protocol, AÇEV provided technical assistance to program development and instructor-training. Within the framework of 0-18 National Family Education Program activities taking place year long in 2010 in collaboration with the Ministry of National Education, AÇEV organized a 10-day trainer-training course during which 54 candidate trainers from six different general directors took part. In addition to this course, ten General Directorate for Apprenticeship and Nonformal Education personnel were also given three days of technical supervision training at Özyeğin University in İstanbul. New Content Developed in Thematic Areas AÇEV regularly revises and enriches its educational programs in line with the needs of society and with feedback that it receives from its work in the field. In recent years, it has become increasingly important to create and maintain a peaceful and democratic environment in which individuals have an equal opportunity to develop at both the family and the societal level. For these reasons, AÇEV decided to renew all of its educational programs by centering them around the themes of Peace, Domestic Violence, and Child Protection and it has undertaken a variety of efforts to achieve this. This decision was especially informed by the increase in incidents of violence against women and children coupled with the emergence of a generation conditioned to such violence. When rewriting our programs, attention was given first to studies published in Turkey and worldwide concerning these issues, and specialists on these subjects were invited to take part in consultation meetings. Next, AÇEV s educational programs underwent a through analysis and gaps were identified. Subsequently, 116 new educational outcomes were added to the programs under the individual headings of Peace, Child Protection, and Domestic Violence. Seven subheadings were defined as their components: the role of gender equality in community, democratic communication, the causes and prevention of violence, rights and laws, diversity and respect for human beings, children s development and protecting children from neglect and abuse, and awareness of nature and nature conservation. Program content revisions were made accordingly. AÇEV s Institutional Development Unit is focused on strengthening content, assuring quality and fidelity of programs, incubation of new projects and development of public policy AÇEV ANNUAL REPORT

42 Overview of Activities in Focusing on Child Protection AÇEV was encouraged by specialists and academicians working with children to create social awareness on child protection in Turkey and to create environments to support families. AÇEV initiated a project to develop its activities with the fundamental starting point being that every individual in society is responsible for protecting children and supporting their development. In September 2010, the foundation partnered with the Hümanist Büro to develop this project, which advanced under three main headings: 1. Analysis of AÇEV programs in light of the concept of child protection. 2. A report investigating child protection-related policies and practices and strategic recommendations drawing from international best practice. 3. A communication and advocacy plan for child protection. Policy development efforts focused on child care services to promote women s employment. AÇEV and KAGİDER have partnered on a policy proposal to increase women s employment in Turkey through the provision of childcare subsidies. Women s employment in Turkey is currently 25% and much lower than many OECD countries. AÇEV and KAGİDER developed a public financing model with the technical assistance of PricewaterhouseCooper, an independent consultancy and auditor. The proposal included cost-benefit analysis and calculated the number of women that would enter the workforce, the number of children that would benefit from childcare as well as the rate of women transitioning from the nonformal economy to formal. AÇEV and KAGİDER worked closely with the Ministry of Labour and as a result of these efforts the newly elected government made a commitment in the new government term plan to provide subsidies for women s employment. AÇEV will continue working with public agencies to ensure that the incentives are effectively implemented and remain sustainable. Preparing to launch Child Development Centers The development phase of AÇEV s Child Development Center project began in 2011 and a team was assigned to develop and original educational curriculum and teacher training materials. The team has extensively studied international best practice and aims to integrate and innovative program on social emotional development. An advisory board comprised of leading preschool academics and experts has been established to provide guidance and counseling to the team on program development. The Centers aim to provide accessible and high quality preschool education through a sustainable model. AÇEV aims to open the first couple of centers in 2012 and has been conducting feasibility studies, an extensive search for suitable premises and staff recruitment. AÇEV and KAGİDER have partnered on a policy proposal to increase women s employment in Turkey through the provision of childcare. AÇEV ANNUAL REPORT - 40

43 AÇEV Educational Standard is established. A directive containing a set of AÇEV Operating Principles was developed. This directive lays out the principles educators should abide by when working with AÇEV. AÇEV Education Standards Regulations, which defines the processes and rules for AÇEV educational activities, program content, and trainer-training, was published and disseminated across AÇEV s education network. These regulations define four basic roles in the conduct of educational activities: Program Trainer, Supervisor, Master Trainer, and AÇEV Specialist Trainer. We have revised our training of trainers programs. During the reporting period, AÇEV revised its master educator training program. The program s content (presentations, inventories, supplementary materials) were reorganized into five separate categories identified as Theoretical background and teaching skills, Organizing and managing education, Recruitment and Promotion, Measuring & evaluation, and Program Implementation Skills. AÇEV Academy continues to provide staff development opportunities. AÇEV Academy serves as platform for supporting the development of all AÇEV staff. Its activities continued in 2010 with a presentation ( Learning ) made by Professor Aydın Yücesan Durgunoğlu in April. In October of the same year, Associate Professor Azmi Varan gave another presentation, Things we aren t aware of in life: Frogs and Princes/Princesses. ) During the reporting period, educational workshops were also conducted for headquarters-based trainers under the headings of Group Dynamics, Gender, Analysis of Trainer- Training, Observation & Supervision System Analysis, Program Development & Goal Writing and Critical Thinking. We have improved our work processes and information systems. AÇEV has launched an Institutional Development Project aimed at systematically revising its basic operational processes and on strengthening such processes with the addition of new systems. To achieve this, the foundation has set up an Institutional Development Group consisting of representatives from all of units. Initially, the group carried out a comprehensive needs analysis. The group is now working on ways to more systematically manage (maintain, search, share) the foundation s information, documents, and stakeholder data. We have developed new quality standards to improve our processes and provide better services. As a first step, it was decided to create an archive to serve as the foundation s collective memory by allowing documents and information to be more systematically and securely stored and accessed from both inside and outside the foundation. Accordingly, AÇEV hired a specialist consultant, and a new document pool was created by purging and reorganizing existing documents and information. During the reporting period, work was carried out on procedures and training needed to support the new systems, which are expected to be up and running by the start of the next reporting period AÇEV ANNUAL REPORT

44 Overview of Activities in INTERNATIONAL ACTIVITIES As an NGO with internationally recognized credentials, AÇEV engages in a variety of activities to contribute to the knowledge base and promotion of early childhood education. During the reporting period, the foundation s efforts have focused on implementation of programs, informing international delegations, communicating with international networks, and engaging in dialogues with agencies and organizations approaching the foundation with requests for new programs. Partnerships and networks: AÇEV s international work is centered around collaborations in its area of expertise: early childhood and adult education. The foundation is actively engaged in information sharing via seven networks and is currently focused on further developing its partnership with UNESCO. Network Year Status/Activity Clinton Global Initiative 2008 Member Consultative Group on ECE 2004 Member Harvard CDC 2008 International Founding Partner UNESCO 1997 Early Childhood Cooperation Center, Central Asia Representative 2010 Operational Affiliate UN ECOSOC 2008 Special Consultant UN MGD 2010 Annual Reporting World Forum Alliance 2008 Membership renewed until 2012 Two books were prepared and published by the foundation in Mothers Speaking from Five Countries: Mother Child Education Program (Beş Ülkeden Anneler Anlatıyor: Anne Çocuk Eğitim Programı), a qualitative evaluation assessing the impact on mothers from five countries who participated in the Mother & Child Education Program, was written by one of AÇEV s founding members Prof Sevda Bekman. Voluntary Words (Gönüllü Kelimeler) is a compilation of the recollections of AÇEV volunteers. Both books have taken their proud place in AÇEV s publication catalogue. AÇEV ANNUAL REPORT - 42

45 In 2011 AÇEV continued to maintain active relations with the international networks of which it is a member. AÇEV representatives attended UNESCO and International Step by Step Association (ISSA) meetings. The foundation took part in meetings of UNESCO s 36th general conference and also met with officials responsible for women s empowerment and international alliances. At a meeting of the ISSA General Assembly, AÇEV provided information about the foundation s collaboration with agency representatives concerning its Father Support Program. At the 3rd Global Leaders Conference organized by the BMW Foundation, an AÇEV workshop was conducted. AÇEV also presented its work to faculty of Harvard Business School and explored means of collaboration. Program implementation: Programs continued to be conducted through existing partnerships in Bahrain, Belgium, Germany, Lebanon, Mexico, Saudi Arabia, and the UK. A total of 1,430 parents and children were reached, including through 44 courses that were opened in Mother & Child Education Program courses were conducted in Palestinian refugee camps in Lebanon by the Arab Resource Collective. In Belgium, mothers attended Mother Support Program and Mother & Child Education Program courses conducted by the Association of Turkish Women in Belgium (Brussels) and of Interkulturale (Ghent). In Germany, contacts were made with educators and representatives of the Association of Turkish Women in Berlin and the Mother Support Program implemented in Berlin. In Saudi Arabia, a new collaboration agreement was signed with the Riyadh-based Childcare Association under which training was given to 35 Mother & Child Education Program candidate trainers. In Bosnia-Herzegovina, 7 Is Too Late promotional videos were made available to members of the International Step by Step Association in order to support advocacy campaigns for creation of awareness on the importance of early childhood education in that country. AÇEV s educational programs are now being conducted through partnerships in twelve countries, across Europe and the Middle East AÇEV ANNUAL REPORT

46 Overview of Activities in COMMUNICATION AND RESOURCE DEVELOPMENT ACTIVITIES The WISE award AÇEV received in 2010 was a major tribute to the international recognition of AÇEV s successes. This award was given for the contribution of the Mother & Child Education Program in contributing to family education policy in Turkey. In 2010 AÇEV also received the NGO of the Year award from the Turkish Confederation of NGOs. Active media communication activities for AÇEV s 7 Is Too Late campaign were concluded in 2010 after five years of successful implementation and the campaign has now focused on promoting the issue of quality in preschool education. The campaign has had a major impact on increasing access to preschool education especially among the 5-6 age group and increasing public awareness. In the academic year, the Ministry of National Education increased the number of provinces in which preschool education was compulsory for children in the 5-6 age group to 57 (out of 81) and announced its goal to ensure universal provision by Communication activities During the reporting period, the foundation actively promoted and communicated its educational programs across a wide variety of media. AÇEV s media presence increased with close to 200 press advertisements and almost 1,500 press as well as several TV and radio appearances by AÇEV members. Digital communication activities AÇEV s website underwent a substantial overhaul during the reporting period, with new content and a new design readies for the end of An associated website, was also prepared, publicized, and promoted among the social media. Facebook pages were opened for acev. org, acevokuloncesi.org, and ilkadimprojesi.org websites in order to make more extensive use of internet-based social networking and to engage more interactively with our target audiences. The management of these resources is under the responsibility of the foundation s Communication Unit. Active communication activities for AÇEV s 7 Is Too Late campaign were concluded in 2010 after a five successful years, culminating in a commitment by the government to ensure one year of a universal preschool provision by Resource creation activities In 2010 and during the first half of 2011, AÇEV s resource creation activities consisted of seeking conditional and unconditional financial support and developing products and delivery channels capable of generating revenue for the foundation. Resource creation activities during the reporting period AÇEV Fragile Awareness benefit exhibition Fragile Awareness is an exhibition undertaken for the benefit of AÇEV by nine ceramic artists (Alev Araslı, Asuman İnan, Ayla Yüce, Nazlı Karataş, Mehmet Kutlu, Reyhan Gürses, Sara Aji, Toygan Eren, and Xenia Kravchenko) who have proven themselves in their creative fields and who expressed a desire to do something for children. The exhibition took place at Galeri G-Art in İstanbul AÇEV ANNUAL REPORT - 44

47 during January Proceeds from the sale of the works contributed by the artists were donated to AÇEV. Carte d Or outdoor concerts Carte d Or, the ice cream brand, supported AÇEV s 7 Is Too Late campaign during its series of outdoor concerts that took place in June In addition to donating part of the concert proceeds to the foundation, campaign-related films that were shown and brochures that were distributed in conjunction with the concerts helped increase awareness of the campaign especially among younger populations. AÇEV and Fiba Retail Group collaboration: Marks & Spencer, GAP, and Banana Republic chain support. Stores in the Fiba Retail Group s Marks & Spencer, GAP, and Banana Republic chains supported AÇEV with products sold in aid of AÇEV. AÇEV s resource creation activities consisted of corporate fundraising activities as well as developing products and delivery channels to generate revenue for the foundation. The products sold were: Charm bracelets and T-shirts prepared by the Bee Goddess label T-shirts and bags with patterns by the artist Bedri Rahmi Eyüboğlu Happy Birthday chocolates and New Year s decorations Mother & Child bags Bracelets with the Zen Diamond label Shawls specially designed for AÇEV by Arzu Kaprol AÇEV peppermint candies Rebul-brand colognes specially made for AÇEV. Swissôtel Children s Carnival 2010 & 2011 The Children s Carnival which Swissôtel The Bosphorus organizes every year in conjunction with Children s Day celebrations on April 23rd was held for the benefit of AÇEV in 2010 and The revenues generated by the events were donated to the foundation. Günseli Kato s Tradition Now exhibition at G-Art Günseli Kato is an artist who has long involved herself in projects in support of preschool education. Her latest effort was the Tradition Now show at Galeri G-Art in İstanbul, in which she interpreted traditional oriental art miniatures from a modern perspective. Part of the proceeds from the sale of her work on exhibition was donated to AÇEV. 20 Angles to the Future project at İstanbul Swissôtel In conjunction with the celebration of the hotel s 20th anniversary, İstanbulbased Swissôtel The Bosphorus supported the 20 Angles to the Future project consisting of works created by twenty well-known Turkish artists. Twenty treatments of the angle form by the participating artists were exhibited at various locations around İstanbul during the summer months. The works were sold at a charity auction organized by the Antik AŞ firm with the proceeds from the sales going to AÇEV AÇEV ANNUAL REPORT

48 We have a team of dedicated people AÇEV conducts its activities with a team of accomplished and experienced staff who combine their expertise and dynamism on the platform of a shared mission. AÇEV s staff and volunteers is ıts core strength. Reflecting the growth of AÇEV s activities in the number of staff has increased particularly in program units and field staff. As of year-end 2011, the foundation s staff consisted of 177 people. Of this total, 72 were full-time employed at AÇEV headquarters or in AÇEV field offices across the country. 73% of AÇEV s personnel hold at least a bachelor s degree. 71% of them are female and 29% are male. 14% of staff perform administrative functions while 85% are directly involved in education program activities. The remaining 1% occupy administrator-educator positions. Administrative/Trainer Staff Members Education Level of Staff Members Administrative Staff 14% Program staff 85% Administrative and Program Staff 1% Staff Members by Gender Graduate 18% Undergraduate 55% Associate Degree 5% High School 19% Middle School 1% Primary School 2% Bachelor s Areas of Study Female 71% Male 29% Administrative Sciences 13% Education and Social Sciences 71% Sciences 2% Communications and Public Relations 2% Political Sciences 4% Other 7% Technical Sciences 1% Staff Members by Province İstanbul 53% Diyarbakır 13% İzmir 7% Bursa 6% Adana 5% Ankara 4% İzmit 3% Samsun 3% Gaziantep 2% Aydın 0,5% Denizli 0,5% Kahramanmaraş 0,5% Kayseri 0,5% Mardin 0,5% Muğla 0,5% Trabzon 0,5% Van 0,5% AÇEV ANNUAL REPORT - 46

49 Organizational Chart Ayla Göksel CEO/Vice President Serkan Kahyaoğlu Asistant General Manager Subject Matter Expert Hilal Kuşcul Asistant General Manager Subject Matter Expert Programs Father Training Literacy & Women s Empowerment Early Childhood Rural Women & Child Training Finance& Administration Rep.Offices Instutitional Development Communications Hasan Deniz Manager Olcayto Ezgin Specialist İzzet Şengel Specialist Meltem Cantürk Director Subject Matter Expert Özlem Şahan Specialist Mutlu Yasa Specialist Hilal Gencay Specialist Özgü Karakulak Specialist Nur S. Çorapçı Director Subject Matter Expert Pınar Arslan Specialist Yeşim Çaylaklı Specialist Duygu Yaşar Specialist Suna Hanöz Specialist Elif Tanrıver Assistant Evre Kaynak Manager Umman İrice Specialist Cengiz Sağdan Manager Kader Göktaş Specialist Alper Karabakır Specialist Şermin Erşan Specialist Ferda Ayan Assistant Gamze Coşar Assistant Ercan Keskin Admin. Staff Seda Yılmaz Representative Ankara Filiz Buluttekin Representative Diyarbakır Ayfer Yürük Specialist Diyarbakır Deniz Şenocak Director Subject Matter Expert Yasemin Sırali Director Ege Ortaçgil Specialist Dilek Özmen Specialist Muzaffer Ekin Şişli Specialist Zeynep Ekin Aklar Specialist Nevin Koçak Director Filiz Öztürk Specialist Aslı Karabulut Specialist Zeynep Çömlekçi Specialist Zekai Keskin Admin. Staff Father Training Programs Field Staff Literacy & Women s Empowerment Field Staff Early Childhood Programs Field Staff Rural Women &Child Training Programs Field Staff Ertuğrul Kaya Admin. Staff Mehmet Akçaova Admin. Staff Operations Training and Quality 47 - AÇEV ANNUAL REPORT

50 We strive to increase social awareness. In addition to programs whose aim is to bring about long-term behavioral and attitudinal changes among the public at large, AÇEV also develops and carries out brief knowledge-based educational programs in the form of seminars designed to increase social awareness and to inform individuals. The foundation also takes part in a variety of advocacy and policy development activities. AÇEV ANNUAL REPORT - 48

51 49 - AÇEV ANNUAL REPORT