䋲㪅䇭䊚䊆䉾䉿䇭䋨 ᢥ䊒䊨䉳䉢䉪䊃䊶䊄䉨䊠䊜䊮䊃฽䉃䋩

Transkript

䋲㪅䇭䊚䊆䉾䉿䇭䋨⧷ᢥ䊒䊨䉳䉢䉪䊃䊶䊄䉨䊠䊜䊮䊃฽䉃䋩
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Republic of Turkey
Japan International Cooperation Agency (JICA)
The Project on Strengthening the Program of Expanding Industrial
Automation Technologies Departments (SPREAD)
Project Document
First Edition
April 2007
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Note: This document is jointly prepared by the Turkish Authorities Concerned
and JICA. It describes the background of project and project plan. It will be reviewed with the progress of
project Activity, when the necessity arises.
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Table of Contents
Abbreviations
Ex-ante Evaluations Sheet
1. Introduction 44
2. Project Backgrounds 45
2-1 Socio-economic Conditions 45
2-2 Education System in Turkey 46
2-2-1 Education System and Administration 46
2-2-2 Training for In-service Teachers 49
2-3 National Strategy for Developing Vocational Education and Training 50
2-4 Prior and On-going Projects / Assistance 51
2-4-1 Strengthening the Vocational Education and Training System in Turkey (MEGEP) 51
2-4-2 Assistance by International Donors in the field of VET 54
3. Situations and Challenges in Raising of Labor Demands of the Industrial Sector 55
3-1 Present Situations of Labor Demands of the Industrial Sector 55
3-1-1 Labor Demands of Industrial Automation Technologies 55
3-1-2 Japanese Manufacturers in Turkey 56
3-2 Industrial Framework of VET 56
3-2-1 Program for Expanding Industrial Automation Technologies Departments 56
3-2-2 Target Schools for Extending the IAT Department 61
3-2-3 Curriculum and Modules for the IAT Department 62
3-3 Present Condition and Problems of the TTC to be Addressed 65
3-3-1 Present Condition of the TTC 65
3-3-2 Problems Addressed of the TTC 69
4. Project Strategy 70
4-1 Outlined Strategy 70
4-1-1 Selection of Approaches 70
4-1-2 Project Site 70
4-2 Project Implementation Structure 70
4-2-1 Implementation Agencies 70
4-2-2 Assignment of Project Counterparts 70
5. Project Design 71
5-1 Overall Goal 71
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5-1-1 Super Goal 71
5-1-2 Overall Goal 71
5-2 Project Purpose 71
5-3 Outputs and Activities 71
5-4 Plan of Operation (PO) 72
5-5 Project Input 72
5-5-1 Input by the Turkish Side 72
5-5-2 Input by the Japanese Side 73
5-6 Important Assumptions and Pre-conditions 73
5-6-1 Important Assumptions 73
5-6-2 Pre-conditions 73
6. Ex-ante Evaluation 74
6-1 Relevance 74
6-2 Effectiveness 74
6-3 Efficiency 74
6-4 Impact 74
6-5 Sustainability 75
6-6 Conclusions 75
7. Monitoring and Evaluation 76
7-1 Notes for Managing the Project 76
7-2 Monitoring Plan 76
Annex 1㩷 Project Design Matrix (PDM)
Annex 2㩷 Overall Plan of Operation (PO)
Annex 3㩷 Training Courses for In-service Teachers in 2006
Annex 4㩷 Number of Students and Teachers of the Expansion Schools
Annex 5㩷 Questionnaire Survey for the First Group of Expansion Schools
Annex 6㩷 Self Assessment on Knowledge and Skills for Teaching
Annex 7㩷 Framework Curriculum of the IAT department
Annex 8㩷 Standard Curriculum of the IAT department
Annex 9㩷 List of Modules of the IAT department
Annex 10㩷 Document of the MoNE for Establishment of TTC
Annex 11㩷 Problem Trees
Annex 12 Terms of Reference on Japanese Expert and Counterparts
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Abbreviations
AML
Anadolu Meslek Liseleri (Anatolia vocational high school)
ATL
Anadolu Teknik Lisesi (Anatolia technical high school)
CNC
Computerized numerical control
EML
Endüstri Meslek Lisesi (Industrial Vocational high school)
GDTVE
General Directorate of Technical and Vocational Education
IAT
Industrial automation technologies
ISCED
International Standard Classification of Education
ISCO
International Standard Classification of Occupations
JCC
Joint Coordinating Committee
KOSGEB
Small and Medium Industry Development Organization
LLL
MESS
Life long learning
Türkiye’deki Mesleki Eitim ve Öretim Sistemini Güçlendirme Projesi
(Strengthening the Vocational Education and Training System in Turkey)
Turkish Metal Goods Manufacturers Syndicate
MoNE
Ministry of National Education
MVET
Modernization of Vocational Education and Training in Turkey Project
OVI
Objectively Verifiable Indicators
PLC
Programmable logic controller
SPO
SVET
State Planning Organization
Project on Strengthening the Program of Expanding Industrial Automation
Technologies Departments
Strengthening the Vocational Education and Training System in Turkey
TL
Teknik Lise (Technical high school)
TTC
Teachers Training Center of zmir Mazhar Zorlu AML/ATL
TVET
Technical and vocational education and training
VET
Vocational education and training
MEGEP
SPREAD
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Ex-Ante Evaluation Sheet
1.
Project Title: The Project on Strengthening the Program of Expanding Industrial Automation
Technologies Departments (SPREAD)
2.
Project Overview
(1) Project Objectives
The Project plans, implements, evaluates teacher training and prepare long term strategy of the
Teacher Training Center (TTC) for the purpose of establishing the teacher training system at the TTC.
The Project contributes to meet the labor demand of industrial sector in Turkey on technicians with
industrial automation technologies by the establishment of teacher training system at the TTC.
(2) Cooperation Period: Three (3) years, from August 2007 to September 2010
(3) Total Cost: USD 2.9Million (planned disbursement by Japanese side)
(4) Partner Country’s Implementation Organization: Ministry of National Education (MoNE)
(5) Supporting Organization in Japan: To be decided.
(6) Beneficiaries and Expected Scale of Project Benefits
(7) Direct Beneficiaries : Teacher Training Center at zmir Mazhar Zorlu School
Indirect Beneficiaries: 300 teachers in the expansion schools
Students of IAT department
Companies of Industrial Sector
3㧚Necessity of the Technical Cooperation
(1) Present Situations and Challenges in VET
Since 1990s, the national economy in Turkey has been rapidly developed. Despite of the Gulf War,
high inflation and the Russian crisis in the decade, the average annual growth of GDP of Turkey was well
over 3%. After 2001, when the severest economic crisis occurred, the GDP has maintained a stable
growth as shown in 6% growth per annum in 2003 and 9% in 2004. The manufacturing sector has
contributed almost a quarter of the GDP as indicated in share of the manufacturing sector in the GDP that
was 22.4% in 1990, 23.8% in 1995, 23.8% in 2000 and 25.1% in 2004.
The previous Project, “the Project on Establishment of Industrial Automation Technologies
Departments in Anatolian Technical High Schools” established the Industrial Automation Technologies
Departments as an extension model in zmir and Konya. Curriculum of IAT departments is mainly
composed of mechatronics and computer network, and it systematized the various industrial automation
technologies. The MoNE established IAT departments at other 20 AML, and the TTC as a part of zmir
Mazhar Zorlu School for the teacher training.
Although the TTC has started the teacher training course on 2006, several tasks are arisen such as
preparation of teacher training textbook, arrangement of teacher training course and evaluation method of
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teacher training course.
(2) National Policies for VET in the Partner Country
The Medium-Term Program (2007 to 2009) is aimed at development of the human resources as one
of the major program targets. In the program, the human resources are planned to develop from various
aspects that include increasing of employability, reducing of regional development disparities,
development of the education sector, and others.
Basic policies for vocational education and training (VET) in aspect of increasing of employability
include (1) acceleration of transition to a modular and flexible VET system necessary for meeting the
labor force required by the market, (2) strengthening of the cooperation between education and labor
market, (3) support for training of human resources for information and communication technologies
particularly for enabling employment of the unemployed young population by means of using distant and
non-formal education opportunities, and others.
(3) Relevance to the ODA Policy of Japan
“Human resource development for middle income countries” is prioritized in JICA country
program. The Project is included in JICA Cooperation program, called “Improvement of Vocational
Education and Training Program”, which aim at improving VET for responding to labor demand of the
industrial sector.
The previous Project, “the Project on Establishment of Industrial Automation Technologies
Departments in Anatolian Technical High Schools” established the Industrial Automation Technologies
Departments as an extension model. This Project aims at supporting the extension of the model
established at the previous Project.
4㧚Framework of Technical Cooperation
(1) Objective of Cooperation
Project Purpose: Teacher training system of the TTC is established.
Objectively Verifiable Indicator (OVI).1
<Indicator on teacher training course at the TTC>
x
XX% of participants assess training courses are practically usable for their lectures and practices
for IAT.
x
XX % of participants complete teacher training course.
x
Average score of tests
1
Numerical indicator will be specified at the first Joint Coordinating Committee based upon baseline
survey.
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<Indicator on organization of the TTC>
x
Procedures on management of teacher training course are prepared.
x
Percentage of implemented teacher training courses compared with plan
<Indicator on long term strategy>
x
Long term strategy of the TTC receives a due consideration from Ministry of National
Education.
Overall Goal:
Vocational education and training (VET) for IAT at the expansion schools is practiced effectively.
OVI:
XX students will graduate from IAT Departments.
Outputs and Activities
Output 1
Teacher training program of the TTC is planned.
OVI
- Number of designed teacher training courses
- Number of teacher training textbooks
Activity 1-1 Baseline survey of IAT department of expansion schools is conducted.
Activity 1-2 Organizational structure of the TTC is arranged.
Activity 1-3 Mid-term training plan (2006-2011) is reviewed.
Activity 1-4 Module textbook is drafted.
Activity 1-5 Teacher training courses are planned.
Activity 1-6 Teacher training textbook is drafted.
Output 2
Teacher training courses of the TTC are implemented.
OVI:
Number of implemented teacher training courses
Activity 2-1 Equipment for the TTC is installed.
Activity 2-2 Orientation for participants is conducted.
Activity 2-3 Teacher training courses are implemented.
2-3-1 Teacher training courses for IAT Departments are implemented.
2-3-2 Teacher training courses for the adjacent departments (summer seminars) are
implemented.
Activity 2-4 Seminars on management of IAT Department are conducted for the expansion schools.
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Output 3
Teacher training courses of the TTC are evaluated.
OVI
- Evaluation on teacher training courses is conducted XX times.
- Monitoring is conducted XX times at all the expansion schools.
Activity 3-1 Standard of evaluation of teacher training courses and evaluation materials are drafted.
Activity 3-2 Teacher training courses are evaluated properly.
Activity 3-3 Monitoring on VET of IAT at the expansion schools is implemented.
Activity 3-4 The teacher training course and training textbook is reviewed.
Output 4
Planning capacity of the TTC is strengthened.
OVI:
The long term strategy of the TTC is finalized.
Activity 4-1 Role of the TTC in the Long term strategy is identified.
Activity 4-2 Long term strategy to operate the TTC is drafted and submitted to GDTVE of MoNE
Input
Japanese Side:
Experts, supplemental equipment, counterpart training in Japan, supplemental expenses
Turkish Side:
Administrative personnel, project counterparts, office and office equipment for JICA experts, training
equipment for the TTC, project costs
(4) Important Assumptions and Pre-conditions
(a) Assumptions for Attaining the Outcomes
Teachers of IAT Department in the expansion schools are appointed in time
(b) Assumptions for Attaining the Project Purpose
A majority of the counterparts remain in the TTC
(c) Pre-conditions
Necessary budgets of the TTC are appropriately allocated.
Appropriate number of the project counterparts is assigned.
5㧚Ex-ante Evaluation
(1) Relevance
Relevance of the Project is high because of the following points.
The Medium Term Program (2007 - 2009) prioritizes improvement of the human resources.
Improvement of human resources and increasing employability are main target of the program. The
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Project has goals that are highly relevant to these national priority strategies.
As shown in the various labor market studies of the manufacturing sector, the labor force in the
automation technologies field is insufficient in Turkey. The Project, aiming at teacher training for the IAT
department, matches the demand of manufacturing industry.
Human resource development for middle income countries is prioritized in JICA country program.
The Project is included in JICA Cooperation program, called “Improvement of Vocational Education and
Training Program”, which aim at improving VET for responding to labor demand of the industrial sector.
(2) Effectiveness
Effectiveness of the Project is expected because of the following points.
Output of Project includes not only planning, implementing and evaluating the training courses,
but also strengthening of planning capacity for the TTC. Sufficient outputs are incorporated in the project
plan for achieving the project purpose.
The project purpose is “Teacher training system of the TTC is established”. Because The OVI
include not only the indicators on the teacher training courses, institutional management of the TTC, but
also finalizing long term strategy of the TTC, the project purpose is clearly defined.
(3) Efficiency
The Project is expected to be implemented efficiently because of the following points.
Budget for construction of the TTC building and procurement of the training equipment for the TTC and
IAT departments of the expansion schools is allocated by the Government of Turkey, as well as
expenditures for implementation of the teacher training courses that include travel expenses of the
training participants. Therefore Turkish side will provide necessary input for the Project.
Since the counterparts to be assigned for the Project have received a series of training from the
Japanese experts in the precedent Project, the total input from Japanese side will be more efficient.
Important Assumptions for attaining the output, “Teachers of IAT Department in the expansion schools
are appointed in time”, will be satisfied, because the MoNE assign necessary teachers to IAT
departments.
(4) Impact
The impact of the Project is expected as follows.
The Project will conduct teacher training courses for approximately 300 teachers, however the
seminar for adjacent departments will be held.
In Turkey, economics in western part is developed. On the other hand, economics in eastern part is
in the process of developing. Because the expansion schools are chosen in various regions of Turkey, the
Project will contribute the correction of regional disparity.
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(5) Sustainability
Sustainability of the Project is expected to be high because of the following points.
The MoNE’s initiative to undertake the expansion program is strong as indicated in a fact that it
has already started the teacher training.
In the Project, as Japanese expert supports Turkish side in the respect of technical advice on
module textbook writing, development of teacher training textbook, and center management, the
ownership of Turkish side is respected.
6㧚Measures for Alleviation of Poverty and Gender Issues
(1) Poverty Alleviation
In Turkey, economics in western part is developed. On the other hand, economics in eastern part is
in the process of developing. Because the expansion schools are chosen in various regions of Turkey, the
(2) Gender
In the teachers of IAT departments at zmir AML, 2 teachers are female. The gender balance is
considered on the selection of lectures of the Project.
7㧚Lessons form the Past Projects
The previous Project developed the textbooks of IAT departments. As the work load of the
development was heavy, it was recognized that it is necessary to consider the work load on the project
planning. The Project includes development of module textbook and teacher training textbook as project
activities. Because the module textbook is being developed by Turkish side, the Japanese experts will
provide technical advice. Teacher training textbook will be prepared with utilizing the textbook
developed by the previous Project and other related materials.
8㧚Time Schedule of Evaluation
Mid-term Evaluation: Scheduled around in February 2009
Final Evaluation: Scheduled around in February 2010
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1. Introduction
Since 1990s, the national economy in Turkey has been rapidly developed. Despite of the Gulf War, high
inflation and the Russian crisis in the decade, the average annual growth of GDP of Turkey was well over
3%. After 2001, when the severest economic crisis occurred, the GDP has maintained a stable growth as
shown in 6% growth per annum in 2003 and 9% in 2004. The manufacturing sector has contributed almost a
quarter of the GDP as indicated in share of the manufacturing sector in the GDP that was 22.4% in 1990,
23.8% in 1995, 23.8% in 2000 and 25.1% in 2004.
The previous Project, “the Project on Establishment of Industrial Automation Technologies Departments in
Anatolian Technical High Schools” established the Industrial Automation Technologies Departments as an
extension model in zmir and Konya. Curriculum of IAT departments is mainly composed of mechatronics
and computer network, and it systematized the various industrial automation technologies. The Ministry of
National Education (MoNE) established IAT departments at other 20 AML, and the TTC as a part of zmir
Mazhar Zorlu School for the teacher training.
Although the TTC has started the teacher training course on 2006, several tasks are arisen such as
preparation of teacher training textbook, arrangement of teacher training course and evaluation method of
teacher training course.
Regarding to the establishment of Teacher Training Center, the Turkish Government has requested the
technical cooperation to Japanese Government on August 2005. Responding to the request, JICA conducted
survey on labor demand of IAT at 4 cities (Ankara, Eskisehir, Bursa, Gebze). On January 2007
Pre-Evaluation team is dispatched for the consultation on the detail of project plan and the pre-evaluation of
project.
This document is jointly prepared by the Turkish Authorities Concerned and JICA. It describes the
background of project and project plan. It will be reviewed with the progress of project Activity, when the
necessity arises.
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2. Project Backgrounds
2-1 Socio-economic Conditions
(1) Social Situations
According to the 2000 census, a total population of Turkey reached at 67,800,000 persons in 2000. The
population growth rate in the year was of 1.83 %. The rates had been considerably decreased in the past
years, though it is still at a higher level compared with the industrialized nations in the world. With a growth
of the industrialized economy, inflow of the population to urban areas has become remarkable. This resulted
in a great change in share of the population between rural and urban areas; in 1960, 32 % of the population
had their residence in urban areas and 68 % in rural areas. In 2000, this had been reversed to 65 % in urban
areas and 35 % in rural areas. As a result, income gaps have been arisen between the urban and rural areas.
The unemployment rate has been high in Turkey for many years, and it was 12.4 % in 2004. Because of a
higher unemployment rate of the youth, it presents a serious social problem in the country. By the 2000
census, the employment population that includes the primary industry was 25,997,000 persons in the
country. As shown in the following figure, the employment population by economic activities is different
among the provinces.
Figure 1
㪜㫄㫇㫃㫆㫐㫄㪼㫅㫋㩷㪧㫆㫇㫌㫃㪸㫋㫀㫆㫅㩷㪹㫐㩷㪜㪺㫆㫅㫆㫄㫀㪺㩷㪘㪺㫋㫀㫍㫀㫋㫀㪼㫊㩷㫀㫅㩷㪧㫉㫆㫍㫀㫅㪺㪼㫊㩷㪧㫀㫃㫆㫋㪼㪻㩷㪹㫐㩷㪤㪜㪞㪜㪧㪃㩷㪉㪇㪇㪇
㪤㫌㫊
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㪤㫀㫅㫀㫅㪾㩷㪸㫅㪻㩷㫈㫌㪸㫉㫉㫐㫀㫅㪾
㪤㪸㫅㫌㪽㪸㪺㫋㫌㫉㫀㫅㪾
㪜㫃㪼㪺㫋㫉㫀㪺㫀㫋㫐㪃㩷㪾㪸㫊㩷㪸㫅㪻㩷㫎㪸㫋㪼㫉
㪚㫆㫅㫊㫋㫉㫌㪺㫋㫀㫆㫅
㪮㪿㫆㫃㪼㫊㪸㫃㪼㩷㪸㫅㪻㩷㫉㪼㫋㪸㫀㫃㩷㫋㫉㪸㪻㪼㪃㩷㫉㪼㫊㫋㪸㫌㫉㪸㫅㫋㫊㩷㪸㫅㪻
㪿㫆㫋㪼㫃㫊
㪫㫉㪸㫅㫊㫇㫆㫉㫋㪸㫋㫀㫆㫅㪃㩷㪺㫆㫄㫄㫌㫅㫀㪺㪸㫋㫀㫆㫅㪃㩷㪸㫅㪻
㫊㫋㫆㫉㪸㪾㪼
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㪹㫌㫊㫀㫅㪼㫊㫊㩷㫊㪼㫉㫍㫀㪺㪼㫊
㪚㫆㫄㫄㫌㫅㫀㫋㫐㪃㩷㫊㫆㪺㫀㪸㫃㩷㪸㫅㪻㩷㫇㪼㫉㫊㫆㫅㪸㫃㩷㫊㪼㫉㫍㫀㪺㪼㫊
㪇㩼
㪈㪇㩼
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㪊㪇㩼
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㪏㪇㩼
㪐㪇㩼
㪈㪇㪇㩼
Source: ”General Censuses of Population”, 2000
- 45 -
While the employment population in the manufacturing sector to all the sectors was 32.9% in Istanbul
Province, it was much lower, only 2.7%, in Van Province. The national average of the employment
population of the manufacturing sector was 12.6%. In many of the provinces in the eastern and the south
eastern region, the employment in the manufacturing sector was lower than the average. There also exists
similar difference among 20 provinces where the Anatolia vocational high schools targeted are situated.
Among 20 provinces, those where a percentage of employment population in the manufacturing sector is
larger than the national average are Istanbul, Ankara, Bursa, Eskisehir, Tekirdag, Kocaeli, Gaziantep, Adana
and Kayseri. Those where the percentage is lower than the national average are Antalya, Denizli, Mersin,
Erzurum, Konya, Malatya, Van and Sanliurfa. Afyon, Kahramanmaras and Ordu that are not included in the
above figure are also lower than the national average. The main industrial development is seen in the
provinces in Western Marmara Region, and less developed economics in the eastern and the south eastern
provinces. Economic disparity between eastern and western regions poses one of the challenges in the
national development plan.
(2) Economic Situations
Since 1990s, the national economy in Turkey has been rapidly developed. Despite of the Gulf War, high
inflation and the Russian crisis in the decade, the average annual growth of GDP of Turkey was well over
3%. After 2001, when the severest economic crisis occurred, the GDP has maintained a stable growth as
shown in 6% growth per annum in 2003 and 9% in 2004. The manufacturing sector has contributed almost a
quarter of the GDP as indicated in share of the manufacturing sector in the GDP that was 22.4% in 1990,
23.8% in 1995, 23.8% in 2000 and 25.1% in 2004.
Economic Aggregates in Turkey
x
x
x
x
x
x
x
GNP: 299.5 billion US$ (4,172 US$ per capita) in 2004
Foreign exchange: 1.00US$ = around 1.40YTL (New Turkish Lira) in January 2007
Economic growth rate: 9.9㧑 in 2004 (government forecast for 2005 is 5.0㧑)
Inflation: 9.2㧑 in 2004 (target in 2005 is 8㧑)
Foreign currency reserve: 53.6 billion US$ in end of 2004
Debt/GNP ratio: 63.5% in end of 2004 (government forecast for 2005 is 60.0㧑)
Tourists: 17,510,000 in 2004 (25㧑 increased from the previous year)
Source: Ministry of Foreign Affairs, January 2006, and others
2-2 Education System in Turkey
2-2-1 Education System and Administration
The education system for the primary to higher education in Turkey is shown in Figure 2. The MoNE
administers all the public education in the country. The organization chart of the MoNE is shown in Figure 3.
The secondary education is divided into general education and vocational education. As of 2005/2006
- 46 -
academic year (starting in September), there were 4,029 vocational high schools in Turkey. High schools of
the industrial field are administered by the General Directorate of Technical and Vocational Education
(GDTVE2) of the MoNE. (The organization chart of GDTVE is as shown in Figure 4.) The GDTVE
administers Anatolian Technical High School (ATL), Anatolian Vocational High School (AML), Technical
High School (TL). All high schools offer a four-year course as of 2006-2007 education year.
High schools
titled with “Anatolia” admit students who could pass the general entrance examination in the country and
allocate more credit hours for foreign language than other high schools. In 2005/2006 academic year, the
high schools administered by GDTVE totaled 1,5803 with enrollment of 474,715 students.
2
3
㪉㪋
㪉㪇
㪤㪸㫅㪸㪾㪼㪻㩷㪹㫐㩷㪞㪛㪫㪭㪜㪅㩷㪞㪛㪫㪭㩷㫄㪸㫅㪸㪾㪼㫊
㫄㫌㫃㫋㫀㪄㫇㫉㫆㪾㫉㪸㫄㫄㪼㪻㩷㪿㫀㪾㪿㩷㫊㪺㪿㫆㫆㫃㩷㪸㫊㩷㫎㪼㫃㫃㪅
㪉㪊
㪈㪐
㪪㫆㫄㪼㩷㫆㪽㩷㫋㪿㪼㩷㪘㪤㪣㩷㪸㫉㪼㩷㫋㪸㫉㪾㪼㫋㪼㪻㩷㪽㫆㫉
㪼㫏㫋㪼㫅㫊㫀㫆㫅㩷㫆㪽㩷㪠㪘㪫㩷㪻㪼㫇㪸㫉㫋㫄㪼㫅㫋㫊
㪉㪉
㪈㪏
㪉㪈
㪈㪎
㪉㪇
㪈㪍
㪈㪐
㪈㪌
㪈㪏
㪈㪋
㪈㪎
㪈㪊
㪈㪎
㪈㪉
㪈㪍
㪈㪈
㪈㪌
㪈㪇
㪈㪋
㪐
㪈㪋
㪏
㪈㪊
㪎
㪈㪉
㪍
㪈㪈
㪌
㪈㪇
㪋
㪐
㪊
㪏
㪉
㪎
㪈
㪫㪼㪺㪿㫅㫀㪺㪸㫃
㪘㪾㪼㫊
㪞㫉㪸㪻㪼㫊
㪧㫉㫀㫄㪸㫉㫐㩷㪜㪻㫌㪺㪸㫋㫀㫆㫅
㪞㪼㫅㪼㫉㪸㫃㩷㪜㫅㫋㫉㪸㫅㪺㪼
㪜㫏㪸㫄㫀㫅㪸㫋㫀㫆㫅
㪞㪼㫅㪼㫉㪸㫃㩷㪿㫀㪾㪿
㪘㫅㪸㫋㫆㫃㫀㪸㩷㪿㫀㪾㪿㩷㫊㪺㪿㫆㫆㫃㪃
㫊㪺㪿㫆㫆㫃㪃
㪘㫅㪸㫋㫆㫃㫀㪸㩷㫉㪼㫃㫀㪾㫀㫆㫌㫊㩷㪿㫀㪾㪿
㪭㫆㪺㪸㫋㫀㫆㫅㪸㫃㩷㪿㫀㪾㪿
㫊㪺㪿㫆㫆㫃㩷㫄㪸㫅㪸㪾㪼㪻㩷㪹㫐
㪘㫅㪸㫋㫆㫃㫀㪸㩷㪽㫀㫅㪼㩷㪸㫉㫋㫊㩷㪿㫀㪾㪿
㫋㪿㪼㩷㫆㫋㪿㪼㫉
㫄㫀㫅㫀㫊㫋㫉㫀㪼㫊㪃
㫆㫋㪿㪼㫉㫊
㪦㫋㪿㪼㫉㫊
㪘㫇㫇㫉㪼㫅㫋㫀㪺㪼㫊㪿㫀㫇㩷㪫㫉㪸㫀㫅㫀㫅㪾
㪫㪼㪺㪿㫅㫀㪺㪸㫃㩷㪟㫀㪾㪿㩷㪪㪺㪿㫆㫆㫃
㪭㫆㪺㪸㫋㫀㫆㫅㪸㫃㩷㪟㫀㪾㪿
㪪㪺㪿㫆㫆㫃
㪘㫅㪸㫋㫆㫃㫀㪸㩷㪭㫆㪺㪸㫋㫀㫆㫅㪸㫃
㪟㫀㪾㪿㩷㪪㪺㪿㫆㫆㫃
㪬㫅㫀㫍㪼㫉㫊㫀㫋㫀㪼㫊
㪘㫅㪸㫋㫆㫃㫀㪸㩷㪫㪼㪺㪿㫅㫀㪺㪸㫃
㪟㫀㪾㪿㩷㪪㪺㪿㫆㫆㫃
㪪㪼㪺㫆㫅㪻㪸㫉㫐㩷㪜㪻㫌㪺㪸㫋㫀㫆㫅
㪟㫆㪾㪿㪼㫉㩷㪜㪻㫌㪺㪸㫋㫀㫆㫅
Figure 2: Education System in Turkey
㪞㪼㫅㪼㫉㪸㫃㩷㪜㫅㫋㫉㪸㫅㪺㪼
㪜㫏㪸㫄㫀㫅㪸㫋㫀㫆㫅
㪧㫉㫀㫄㪸㫉㫐㩷㪜㪻㫌㪺㪸㫋㫀㫆㫅㩷㫊㪺㪿㫆㫆㫃
㪢㫀㫅㪻㪼㫉㪾㪸㫉㫋㪼㫅㩷㪸㫅㪻㩷㪧㫉㪼㪄㪪㪺㪿㫆㫆㫃
GDTVE is also called as the General Directorate of Technical Education for Boys.
Total number of ATL was 157, and AML was 134 in 1998/99 academic year.
- 47 -
Figure 3: Organization Chart of the MoNE
Source: MoNE, 2006
- 48 -
Figure 4: Organization Chart of the GDTVE
DIRECTOR GENERAL
HUSEYIN ACIR
SECRETARY
NURTEN ERGUN
DEPUTY DIRECTOR
GENERAL
DEPUTY DIRECTOR
GENERAL
HUSAMETTN KAYA
NEJDET OZSOY
SECRETARY
KEZBAN SAHIN
DEPARTMENT HEAD
DEPARTMENT HEAD
DEPARTMENT HEAD
CENGIZ ISSEVER
YUCEL YUKSEL
IHSAN SAVAS
SECTION DIRECTOR
FOR
ADMINISTRATION
SECTION DIRECTOR FOR
INSERVICE TRANINING
AYSE TURNA
NURZET AGIRBAS
SECTION DIRECTOR
FOR
BUDGET
DURBEY AYDOGAN
SECTION DIRECTOR
FOR
INVESTMENT
EXTENSIVE VOCATIONAL
TRAINING
SECTION DIRECTOR
FOR
PERSONNEL
MEHMET ALI ADAK
OSMAN IBRIM
AYSE IYIGUN
SECTION DIRECTOR
FOR
TEXTBOOKS AND
CURRICULUM
EU AND PROJECTS
STUDENTS AFFAIRS
SERAFETTIN CANKURT
NEJMI SAKAOGLU
SECTION DIRECTOR
FOR
TOTAL QUALITY
LEGAL AFFAIRS AND
DOCUMENTATION
ZEHRA ADIYAMAN
SELMA
KEMAL BAYTEKIN
SECTION DIRECTOR
FOR
INSTALLATION
BAYRAM GUN
STATISTICS AND
DATA PROCESSING
RESEARCH AND
DEVELOPMENT
ALI KOSE
YAVUZ ERBAS
2-2-2 Training for In-service Teachers
(1) Career Path and Training Program for Teachers
Maximum length on service of teachers under the GDTVE is regulated as 25 years about male teachers and
20 years about woman teachers. Teachers can be generally promoted twice until retirement age; ordinary
teacher for the first five years from the appointment, expert teacher for the next 14 years, and major teacher
for the last 6 years. All the promotions are based on the examinations. For promotion to school principal,
- 49 -
candidate teachers also need to pass examinations. The GDTVE does not obligate them with training
courses in a systemized way, excepting administration training courses for principals and deputy principals.
The training courses fir principals and deputy principals are mainly about revisions of relevant laws and
regulation.
(2) In-service Training for Teachers
In-service training courses are usually offered in every summer vacations. Department of In-service
Training of the MoNE coordinates in-service teacher training courses. The courses are planned by the
general directorates in the Ministry in terms of field, term and subjects for training. The general directorates
receive requests from teachers and also occasionally consult with industrial sectors about factory visits to
plan teacher training course. Websites maintained by each general directorate, and teachers check the
website and apply for the training course. In cases that applicants exceeds the limits, courses of the same
subject are held. Participants completed the training course are given a certificate by the Department of
In-service Training. For training courses of the IAT department, teachers of the 20 expansion schools can
only apply.
For conducting the general in-service training courses, 8 high schools are usually utilized as training
facilities, since these schools possess workshop rooms for practices and accommodation. Though the
government operates other facilities for general training, these can not be used because workshops are not
built. The GDTVE has held 40 courses as in-service training in 2006 and 781 teachers attended the training
in total. The Annex 3 shows training subjects and terms of the courses conducted in 2006. As shown in
Annex 3, most of the courses were held for 5 days for training 15 to 20 participants mainly with subjects for
PLC, CNC, CAD, basic computer language, and 3D model. In addition, the administration training courses
were held 6 times and 275 participants attended. In 2007, 82 course for teachers and 7 courses for
administrative staff for1831 persons in total are planned.
2-3 National Strategy for Developing Vocational Education and Training
The Medium-Term Program (2007 to 2009) aims at development of the human resources as one of the
major targets. In the program, the human resources are planned to develop from various aspects, including
increasing of employability, reducing of regional development disparities, the education sector
development.
Basic policies for vocational education and training (VET) include (1) acceleration of transition to a
modular and flexible VET system necessary for meeting the labor force required by the market, (2)
strengthening of the cooperation between education and labor market, (3) support for training of human
resources for information and communication technologies particularly for enabling employment of the
unemployed young population by means of using distant and non-formal education opportunities.
- 50 -
For the purpose of correcting regional disparities, the program plans to implement labor training and
entrepreneurship promotion, which take in account regional potentials and regional peculiarities of labor
markets, and thus support particularly in less developed regions with the consideration of local
characteristics.
Policies on development of the educational sector include 1) revision of curriculum to improve the quality
of the primary and secondary education, 2) within this context implementation of the training of teachers
and administrators, 3) diversification in terms of programs rather than of schools in the secondary education,
and 4) extensive and effective use of information technologies in education.
2-4 Prior and On-going Projects / Assistance
2-4-1 Strengthening the Vocational Education and Training System in Turkey (MEGEP)
䋨1䋩 Restructuring of Departments and Modularizing of Vocational Education and Training
Assisted by EU, the MoNE has implemented a five-year Project for “Strengthening the Vocational
Education and Training System in Turkey” (MEGEP) since September 2002. Among several reforms of the
VET system by MEGEP, restructuring of departments in vocational high schools, modularizing of VET and
development of framework curriculum for new departments are conducted. The process for modularization
and development of the framework curriculum is summarized as shown in Figure 5. For each new
department, task teams were organized by teachers from pilot schools for MEGEP, experts from EU and
professors in universities, and they engage in developing of modules and the framework curriculum.
Officials of the MoNE also participated in the task teams.
Based on “International Standard of Classification of Occupations (ISCO88)”, every occupation in the
manufacturing, service and transport industries were classified into 196 categories. According to this
occupational classification, VET in the secondary level has been restructured from the previous 98
departments (bölüm) to the present 42 departments (alan or field). A new department was classified based
on International Standard Classification of Education (ISCED97).
- 51 -
㪫㪸㫊㫂㫊㩷㪹㫐㩷㪤㪜㪞㪜㪧
㪈㪅㩷㪠㪻㪼㫅㫋㫀㪽㫀㪺㪸㫋㫀㫆㫅㩷㫆㪽㩷㫅㪼㪼㪻㫊㩷㫀㫅㩷㫋㪿㪼㩷㫀㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㫊㪼㪺㫋㫆㫉㪃
㪺㪸㫋㪼㪾㫆㫉㫀㫑㪸㫋㫀㫆㫅㩷㫆㪽㩷㫋㪿㪼㫄㩷㫋㫆㩷㪈㪐㪍㩷㫆㪺㪺㫌㫇㪸㫋㫀㫆㫅㪸㫃㩷㫇㫉㫆㪽㫀㫃㪼㫊
㪸㪺㪺㫆㫉㪻㫀㫅㪾㩷㫋㫆㩷㪠㪪㪚㪦㪏㪏
㪉㪅㩷㪩㪼㪄㪺㫃㪸㫊㫊㫀㪽㫀㪺㪸㫋㫀㫆㫅㩷㫆㪽㩷㪭㪜㪫㩷㪻㪼㫇㪸㫉㫋㫄㪼㫅㫋㫊㩷㪹㫐㩷㫋㪿㪼㩷㫅㪼㫎
㪋㪉㩷㪽㫀㪼㫃㪻㫊㩷㩿㪠㪪㪚㪜㪛㪐㪎㪀
㪊㪅㩷㪠㪻㪼㫅㫋㫀㪽㫀㪺㪸㫋㫀㫆㫅㩷㫆㪽㩷㫄㫆㪻㫌㫃㪼㫊㩷㫋㪿㪸㫋㩷㪺㫆㫉㫉㪼㫊㫇㫆㫅㪻㩷㫋㫆㩷㫎㫆㫉㫂
㪸㫅㪻㩷㫊㫂㫀㫃㫃㫊㩷㫅㪼㪼㪻㪼㪻㩷㫀㫅㩷㫀㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪸㫉㪼㪸㫊㪃㩷㪸㫅㪻
㪽㫆㫉㫄㫌㫃㪸㫋㫀㫆㫅㩷㫋㪿㪼㩷㪽㫉㪸㫄㪼㫎㫆㫉㫂㩷㪺㫌㫉㫉㫀㪺㫌㫃㫌㫄
㪤㫆㪻㫌㫃㪸㫉㫀㫑㪸㫋㫀㫆㫅㩷㫆㪽㩷㪪㫂㫀㫃㫃㫊㩷㪥㪼㪼㪻㪼㪻
㪠㪻㪼㫅㫋㫀㪽㫀㪺㪸㫋㫀㫆㫅㩷㫆㪽㩷㩹㪮㫆㫉㫂㫊㩹㪃㩷㩹㪨㫌㪸㫃㫀㪽㫀㪺㪸㫋㫀㫆㫅㩹㩷㪸㫅㪻
㩹㪧㫉㫆㪺㪼㫊㫊㩹㩷㩿㪭㫆㪺㪸㫋㫀㫆㫅㪸㫃㩷㪘㫅㪸㫃㫐㫊㫀㫊㪀
㪮㫆㫉㫂㪑㩷㫃㪼㫊㫊㫆㫅㩷㫊㫌㪹㫁㪼㪺㫋㫊㩷㫀㫅㩷㫋㪿㪼㩷㪭㪜㪫
㪨㫌㪸㫃㫀㪽㫀㪺㪸㫋㫀㫆㫅㪑㩷㪸㩷㫄㫆㪻㫌㫃㪼
㪧㫉㫆㪺㪼㫊㫊㪑㩷㪺㫆㫅㫋㪼㫅㫋㫊㩷㫆㪽㩷㪸㩷㫄㫆㪻㫌㫃㪼
䇭
䇭䇭䇭䇭䇭䇭䇭䇭㪧㫃㪸㫅㫅㫀㫅㪾㩷㫆㪽㩷㫊㫌㪹㫁㪼㪺㫋㫊㩷㪸㫅㪻㩷㪺㫆㫌㫉㫊㪼㫊
- 52 -
㪝㫆㫉㫄㫌㫃㪸㫋㫀㫆㫅㩷㫆㪽㩷㫋㪿㪼㩷㪝㫉㪸㫄㪼㫎㫆㫉㫂㩷㪚㫌㫉㫉㫀㪺㫌㫃㫌㫄㩷㫋㪿㪸㫋
㪸㫃㫃㫆㫎㫊㩷㪽㫆㫉㩷㫋㪿㪼㩷㫊㪺㪿㫆㫆㫃㫊㩷㫋㫆㩷㫊㪼㫃㪼㪺㫋㩷㫊㫌㪹㫁㪼㪺㫋㫊㩷㪽㫆㫉
㫍㫆㪺㪸㫋㫀㫆㫅㪸㫃㩷㪼㪻㫌㪺㪸㫋㫀㫆㫅㩷㫀㫅㩷㪹㫉㪸㫅㪺㪿㩷㪺㫆㫌㫉㫊㪼㫊
㪝㫆㫉㩷㫋㪿㪼㩷㪸㪹㫆㫍㪼㩷㫋㪸㫊㫂㫊㪃㩷㫎㫆㫉㫂㫀㫅㪾㩷㪾㫉㫆㫌㫇㫊㩷㫎㪼㫉㪼㩷㫆㫉㪾㪸㫅㫀㫑㪼㪻
㫎㫀㫋㪿㩷㫄㪼㫄㪹㪼㫉㫊㩷㪽㫉㫆㫄㩷㫀㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㫊㪼㪺㫋㫆㫉㪃㩷㫋㪼㪸㪺㪿㪼㫉㫊㩷㫆㪽
㪤㪜㪞㪜㪧㩷㫇㫀㫃㫆㫋㩷㫊㪺㪿㫆㫆㫃㫊㪃㩷㫇㫉㫆㪽㪼㫊㫊㫆㫉㫊㩷㫆㪽㩷㫌㫅㫀㫍㪼㫉㫊㫀㫋㫀㪼㫊㪃㩷㪜㪬
㪼㫏㫇㪼㫉㫋㫊㪃㩷㪥㪞㪦㩷㪸㫅㪻㩷㫆㫋㪿㪼㫉㫊
㪌㪃㪋㪊㪍㩷㫄㫆㪻㫌㫃㪼㫊㩷㫎㪼㫉㪼㩷㫀㪻㪼㫅㫋㫀㪽㫀㪼㪻㩷㪽㫆㫉㩷㫋㪿㪼㩷㪋㪉㩷㪭㪜㪫㩷㪽㫀㪼㫃㪻㫊㪅
㪘㫄㫆㫅㪾㩷㫋㪿㪼㫄㪃㩷㪽㫆㫉㩷㪊㪃㪌㪇㪇㩷㫄㫆㪻㫌㫃㪼㫊㪃㩷㫄㫆㪻㫌㫃㪼㩷㫋㪼㫏㫋㪹㫆㫆㫂㫊
㪿㪸㫍㪼㩷㪹㪼㪼㫅㩷㫄㪸㪻㪼㩷㪸㫊㩷㫆㪽㩷㪡㪸㫅㫌㪸㫉㫐㩷㪉㪇㪇㪎㪅
㪫㪸㫊㫂㫊㩷㪹㫐㩷㪭㪜㪫㩷㪪㪺㪿㫆㫆㫃㫊
㪝㫉㪸㫄㪼㫎㫆㫉㫂㩷㪚㫌㫉㫉㫀㪺㫌㫃㫌㫄㩷㪽㫆㫉㩷㫋㪿㪼㩷㪠㪘㪫
㪛㪼㫇㪸㫉㫋㫄㪼㫅㫋㫊
㪤㫆㪻㫌㫃㪼㩷㪫㪼㫏㫋㪹㫆㫆㫂㫊㩷㩿㪤㪫㪙㪀㩷㪽㫆㫉㩷㫋㪿㪼
㪠㪘㪫㩷㪛㪼㫇㪸㫉㫋㫄㪼㫅㫋㫊
㪠㪘㪫㩷㪽㫀㪼㫃㪻㩷㫀㫊㩷㫆㫅㪼㩷㫋㪿㪼㩷㪋㪉㩷㪭㪜㪫㩷㪽㫀㪼㫃㪻㫊㪅
㪠㫑㫄㫀㫉㩷㪃㩷㪢㫆㫅㫐㪸㩷㪸㫅㪻㩷㫊㫆㫄㪼㩷㫆㫋㪿㪼㫉㩷㪭㪜㪫
㫊㪺㪿㫆㫆㫃㫊㩷㫎㪼㫉㪼㩷㫀㫅㫍㫆㫃㫍㪼㪻㩷㫋㫆㩷㪽㫆㫉㫄㫌㫃㪸㫋㪼
㪽㫉㪸㫄㪼㫎㫆㫉㫂㩷㫆㪽㩷㫄㫆㪻㫌㫃㪼㫊㩷㪸㫅㪻㩷㫋㪿㪼
㪝㫉㪸㫄㪼㫎㫆㫉㫂㩷㪚㫌㫉㫉㫀㪺㫌㫃㫌㫄㩷㫆㪽㩷㪠㪘㪫
㪻㪼㫇㪸㫉㫋㫄㪼㫅㫋㩷㪸㫊㫊㫀㫊㫋㪼㪻㩷㫎㫀㫋㪿㩷㪺㫆㫄㫄㪼㫅㫋㫊㩷㪹㫐
㫋㪿㪼㩷㫀㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㫊㪼㪺㫋㫆㫉㩷㪸㫅㪻㩷㫌㫅㫀㫍㪼㫉㫊㫀㫋㫀㪼㫊㪅
㪠㪘㪫㩷㪤㪫㪙㩷㪿㪸㫍㪼㩷㪹㪼㪼㫅㩷㪻㫉㪸㪽㫋㪼㪻㩷㫄㪸㫀㫅㫃㫐㩷㪹㫐
㫋㪼㪸㪺㪿㪼㫉㫊㩷㫆㪽㩷㪠㫑㫄㫀㫉㩷㪪㪺㪿㫆㫆㫃㪒
㪫㪿㪼㩷㪮㫆㫉㫂㫊㩷㫀㪻㪼㫅㫋㫀㪽㫀㪼㪻㩷㪽㫆㫉㩷㫄㫆㪻㫌㫃㪸㫉㫀㫑㪸㫋㫀㫆㫅㩷㫆㪽㩷㫋㪿㪼
㪠㪘㪫㩷㪽㫀㪼㫃㪻㩷㪸㫉㪼㩷㪸㫊㩷㫊㪿㫆㫎㫅㩷㪹㪼㫃㫆㫎㪅㩷㪫㪿㪼㩷㪝㫉㪸㫄㪼㫎㫆㫉㫂
㪚㫌㫉㫉㫀㪺㫌㫃㫌㫄㩷㪽㫆㫉㩷㪠㪘㪫㩷㪽㫀㪼㫃㪻㩷㫎㪸㫊㩷㪽㫆㫉㫄㫌㫃㪸㫋㪼㪻㩷㫀㫅
㪉㪇㪇㪍㪅㩷㪭㫆㪺㪸㫋㫀㫆㫅㪸㫃㩷㪼㪻㫌㪺㪸㫋㫀㫆㫅㩷㪽㫆㫉㩷㪠㪘㪫
㪛㪼㫇㪸㫉㫋㫄㪼㫅㫋㩷㪺㫆㫄㫇㫉㫀㫊㪼㫊㩷㫆㪽㩷㪉㪊㩷㫊㫌㪹㫁㪼㪺㫋㫊㩷㪸㫅㪻㩷㪐㪊
㫄㫆㪻㫌㫃㪼㫊
㪮㫆㫉㫂㫊㩷㪠㪻㪼㫅㫋㫀㪽㫀㪼㪻㩷㫀㫅㩷㫋㪿㪼㩷㪠㪘㪫㩷㪝㫀㪼㫃㪻㪑
㪙㪸㫊㫀㪺㩷㪤㪼㪺㪿㪸㫅㫀㪺㪸㫃㩷㪮㫆㫉㫂㫊
㪙㪸㫊㫀㪺㩷㪜㫃㪼㪺㫋㫉㫀㪺㫀㫋㫐㩷㪸㫅㪻㩷㪜㫃㪼㪺㫋㫉㫆㫅㫀㪺㫊㩷㪮㫆㫉㫂㫊
㪤㪼㪺㪿㪸㫅㫀㫊㫄㩷㪧㫉㫆㪺㪼㫊㫊㪼㫊
㪬㫊㪸㪾㪼㩷㫆㪽㩷㪘㫌㫋㫆㫄㪸㫋㫀㪺㩷㪧㫉㫆㪻㫌㪺㫋㫀㫆㫅㩷㪪㫐㫊㫋㪼㫄㫊
㪬㫊㫀㫅㪾㩷㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪚㫆㫅㫋㫉㫆㫃㩷㪪㫐㫊㫋㪼㫄㫊
㪧㫉㫆㪻㫌㪺㫋㫀㫆㫅㩷㪧㫃㪸㫅㫅㫀㫅㪾
㪤㫀㪺㫉㫆㩷㪚㫆㫅㫋㫉㫆㫃㫃㪼㫉㩷㪧㫉㫆㪺㪼㫊㫊㪼㫊
㪪㪼㫈㫌㪼㫅㪺㪼㩷㪚㫆㫅㫋㫉㫆㫃㩷㪧㫉㫆㪺㪼㫊㫊㪼㫊
㪚㫆㫅㫋㫉㫆㫃㩷㫎㫀㫋㪿㩷㪚㫆㫄㫇㫌㫋㪼㫉
㪝㪸㪺㫋㫆㫉㫐㩷㪦㫇㪼㫉㪸㫋㫀㫆㫅㩷㪪㫐㫊㫋㪼㫄㩷㪚㫆㫅㫋㫉㫆㫃
㪫㪼㪺㪿㫅㫀㪺㪸㫃㩷㪛㫉㪸㫎㫀㫅㪾
㪙㪸㫊㫀㪺㩷㪚㫆㫄㫇㫌㫋㪼㫉㩷㪧㫉㫆㪾㫉㪸㫄㫄㫀㫅㪾
㪙㪸㫊㫀㪺㩷㪥㪼㫋㫎㫆㫉㫂
㪚㪘㪛
㪧㫅㪼㫌㫄㪸㫋㫀㪺㩷㪸㫅㪻㩷㪟㫐㪻㫉㪸㫌㫃㫀㪺㩷㪚㫆㫅㫋㫉㫆㫃
㪜㫃㪼㪺㫋㫉㫀㪺㪸㫃㩷㪤㪼㪸㫊㫌㫉㪼㫄㪼㫅㫋㫊㩷㫀㫅㩷㪘㪘㩷㪚㫀㫉㪺㫌㫀㫋
㪪㪼㪸㫉㪺㪿㩷㫎㫀㫋㪿㩷㪝㫆㫉㪼㫀㪾㫅㩷㪣㪸㫅㪾㫌㪸㪾㪼
㪮㫆㫉㫂㫀㫅㪾㩷㫎㫀㫋㪿㩷㪛㫀㪾㫀㫋㪸㫃㩷㪪㫀㪾㫅㪸㫃㩷㪧㫉㫆㪺㪼㫊㫊㫀㫅㪾㩷㪬㫅㫀㫋㫊
Figure 5: The process of formulation of curriculum under MEGEP
㪈㪐㩷㪤㪫㪙㩷㪿㪸㫍㪼㩷㪹㪼㪼㫅㩷㫀㫅㫋㫉㫆㪻㫌㪺㪼㪻㩷㪽㫉㫆㫄
㫋㪿㪼㩷㫆㫋㪿㪼㫉㩷㪻㪼㫇㪸㫉㫋㫄㪼㫅㫋㫊
㪌㪊㩷㪤㪫㪙㩷㪿㪸㫍㪼㩷㪹㪼㪼㫅㩷㪸㫃㫄㫆㫊㫋㩷㪽㫀㫅㫀㫊㪿㪼㪻
㪉㪈㩷㪤㪫㪙㩷㪸㫉㪼㩷㫌㫅㪽㫀㫅㫀㫊㪿㪼㪻
㪤㪫㪙㩷㪽㫆㫉㩷㪞㫉㪸㪻㪼㩷㪈㪇㩷㪿㪸㫍㪼㩷㪹㪼㪼㫅
㪽㫀㫅㫀㫊㪿㪼㪻㪅㩷㪞㫉㪸㪻㪼㩷㪈㪈㩷㪿㪸㫍㪼㩷㪹㪼㪼㫅㩷㪸㫃㫄㫆㫊㫋
㪽㫀㫅㫀㫊㪿㪼㪻㪅㩷㪞㫉㪸㪻㪼㩷㪈㪉㩷㪸㫉㪼㩷㫌㫅㪽㫀㫅㫀㫊㪿㪼㪻㩷㪸㫅㪻
㫎㫀㫃㫃㩷㪹㪼㩷㪺㫆㫄㫇㫃㪼㫋㪼㪻㩷㪹㫐㩷㪛㪼㪺㪼㫄㪹㪼㫉㩷㪉㪇㪇㪎㪅
㪤㪫㪙㩷㪽㫆㫉㩷㪞㫉㪸㪻㪼㩷㪈㪉㩷㫎㫀㫃㫃㩷㪹㪼㩷㪻㫉㪸㪽㫋㪼㪻㩷㪹㫐
㪠㫑㫄㫀㫉㩷㪪㪺㪿㫆㫆㫃㩷㪸㫊㩷㫋㪿㪼㫊㪼㩷㪸㫉㪼㩷㪻㫀㪽㪽㫀㪺㫌㫃㫋㩷㫋㫆
㫊㫌㪹㫊㫋㫀㫋㫌㫋㪼㩷㫎㫀㫋㪿㩷㫆㫅㪼㫊㩷㫆㪽㩷㫆㫋㪿㪼㫉
㪻㪼㫇㪸㫉㫋㫄㪼㫅㫋㫊
㪘㫇㫇㫉㫆㫍㪸㫃㩷㪽㫆㫉㩷㪤㪫㪙
㪧㫉㫆㪺㪼㫊㫊㩷㫆㪽㩷㪘㫌㫋㪿㫆㫉㫀㫑㪸㫋㫀㫆㫅㩷㪽㫆㫉㩷㪤㪫㪙㩷㫆㪽
㪠㪘㪫㩷㪛㪼㫇㪸㫉㫋㫄㪼㫅㫋㫊
㪄㩷㪩㪼㫍㫀㪼㫎㩷㪸㫅㪻㩷㪸㫇㫇㫉㫆㫍㪸㫃㩷㪹㫐㩷㫋㪿㪼㩷㫊㪺㪿㫆㫆㫃
㪸㫅㪻㩷㫋㪿㪼㩷㪤㫆㪥㪜
㪄㩷㪘㫇㫇㫉㫆㫍㪸㫃㩷㪹㫐㩷㪙㫆㪸㫉㪻㩷㫆㪽㩷㪜㪻㫌㪺㪸㫋㫀㫆㫅
㪄㩷㪧㫌㪹㫃㫀㪺㪸㫋㫀㫆㫅㩷㪸㫅㪻㩷㫉㪼㫃㪼㪸㫊㪼㩷㫋㪿㫉㫆㫌㪾㪿
㫎㪼㪹㩷㫊㫀㫋㪼㫊
㪧㫃㪸㫅㫅㫀㫅㪾㩷㫆㪽㩷㪚㫌㫉㫉㫀㪺㫌㫃㫌㫄
㪚㫌㫉㫉㫀㪺㫌㫃㫌㫄㩷㪽㫆㫉㩷㪞㫉㪸㪻㪼㩷㪈㪈㩷㪸㫅㪻㩷㪈㪉
㪪㪺㪿㫆㫆㫃㫊㩷㪺㪸㫅㩷㫄㪸㫂㪼㩷㫆㫎㫅
㪺㫌㫉㫉㫀㪺㫌㫃㫌㫄㩷㪽㫆㫉㩷㪹㫉㪸㫅㪺㪿㩷㪺㫆㫌㫉㫊㪼㫊㩷㪹㫐
㫊㪼㫃㪼㪺㫋㫀㫅㪾㩷㫊㫌㪹㫁㪼㪺㫋㫊㩷㪽㫆㫉㩷㫉㪼㪽㫃㪼㪺㫋㫀㫅㪾
㪺㫆㫅㪻㫀㫋㫀㫆㫅㫊㩷㫀㫅㩷㫋㪿㪼㩷㫉㪼㪾㫀㫆㫅㪸㫃
㫀㫅㪻㫌㫊㫋㫉㫀㪼㫊㪅
㪠㫑㫄㫀㫉㩷㪪㪺㪿㫆㫆㫃㩷㫇㫉㪼㫊㪼㫅㫋㫊㩷㪸
㫉㪼㪺㫆㫄㫄㪼㫅㪻㪸㪹㫃㪼㩷㪺㫌㫉㫉㫀㪺㫌㫃㫌㫄㩷㪽㫆㫉
㫆㫋㪿㪼㫉㩷㫊㪺㪿㫆㫆㫃㫊㪅
㪘㪺㪺㫆㫉㪻㫀㫅㪾㩷㫋㫆㩷㫆㫇㫀㫅㫀㫆㫅㩷㫆㪽㩷㪠㫑㫄㫀㫉
㪪㪺㪿㫆㫆㫃㪃㩷㫋㪿㪼㩷㪝㫉㪸㫄㪼㫎㫆㫉㫂
㪚㫌㫉㫉㫀㪺㫌㫃㫌㫄㩷㪽㫆㫉㩷㪠㪘㪫㩷㪛㪼㫇㪸㫉㫋㫄㪼㫅㫋㫊
㫀㫅㪺㫃㫌㪻㪼㫊㩷㫌㫅㫅㪼㪺㪼㫊㫊㪸㫉㫐㩷㫊㫌㪹㫁㪼㪺㫋㫊㪃
㫎㪿㫀㫃㪼㩷㫃㪸㪺㫂㫀㫅㪾㩷㫀㫅㩷㫅㪼㪺㪼㫊㫊㪸㫉㫐
㫊㫌㪹㫁㪼㪺㫋㫊㪅
For developing framework for modules, technical aspects corresponding to occupations, together with skills
or competencies that are necessary for occupation, were analyzed. This process is called “Vocational
Analysis”, which includes analyze of work, qualification and process. “Work” corresponds to a subject in
lessons of the VET, “qualification” corresponds to a module, (a group of modules comprises a subject), and
“process” corresponds to details of skills that comprise a module.
Basic Mechanics, one of the subjects for lessons of VET, is taken as an example. In an initial stage of the
vocational analysis process, Basic Mechanics was divided into three modules of hand-made production,
preparation for milling machine and lathe process. Among them, the lathe process was further divided into
sharpening cutters, connecting cutters and parts, and others that follow. The following diagram illustrates
the vocational analysis of Basic Mechanics.
A module is generally comprised of a sort of units of technical skills, therefore, lessen that does not
accompany with practices is generally difficult to modularize.
Figure 6: An Example of Vocational Analysis
Following the vocational analysis, module textbooks that correspond to textbooks in the previous education
system have been prepared by teachers of the VET schools who were selected through public recruitment4.
As of January 2007, 5,436 modules in total are planned to be prepared for the 42 departments. Among them,
4
Many teachers applied for this short-term recruitment. Public recruitment for “module writers” was undertaken since the
MoNE had to prepare all the modules for the 42 new departments in VET schools. Drafting of modules for the IAT
Department has been entrusted mainly to teachers in zmir and Konya School for making use of their experience in the
precedent project (JICA, 2002-2006).
- 53 -
around 3,500 modules have been already completed. Some of the completed modules have been released at
website of MEGEP and published.
42 new departments include the IAT Department (Code No. 523). Before the reform of VET system, the IAT
department in zmir and Konya School had offered two branch courses of “Information Machinery” and
“Information Electronics”. Accompanied with restructuring of the departments and introduction of the
module-based framework curriculum, new IAT department is composed of the branches of “Mechatronics”
and “Industrial Control”. These 2 branches have respectively around 30 students in the maximum, and IAT
department has approximately 60 students in total. 2 different framework curriculums are prepared for
Anatolia technical high school (ATL) and Anatolia vocational high school (AML). As of January 2007, the
IAT department has been established in 26 VET schools. Most of them are AML.
(2) Revision of Educational System
New education system reformed by MEGEP has been implemented since 2005/2006 academic year; that is
to say, since September 2005. Previous ATL’s 5 year course has been shortened to 4 year course by
dissolving a preparatory course for lessons for foreign language. AML’s 4 year course has been kept, but a
preparatory course in the first year was likewise dissolved. Credits for both common and vocational subjects
have been changed. These resulted together in enlarging a difference of total credit hours for vocational
subjects between ATL and AML, even between departments of the same name. For example, in case of IAT
Department, 14 credits are offered for vocational subjects per week for 11 Grade and 17 hours for 12 Grade
in ATL, while 27 hours for 11 Grade and 30 hours for 12 Grade are offered in AML. It means that, in these
departments, AML have 13 hours more than those in ATL per week for vocational education.
2-4-2 Assistance by International Donors in the field of VET
Modernization of Vocational Education and Training in Turkey Project (MVET) has been implemented by
assistance from EU. The MVET aims mainly at teacher training and terminates on September 2007. In
addition, EU plans another Project for the educational sector, aiming at the adult education.
The World Bank has extended to the Turkish Government a financial assistance for the Secondary
Education Project from 2005 to 2010 with a total loan amount of 104 million USD. The Project supports
lifelong learning as a main objective and improves quality and equity of the general and vocational
education of the secondary level. The Project is comprised of various components that include revision and
implementation of the new curriculum programs for providing students with core skills necessary for the
knowledge economy and lifelong learning, provision of training for information and communication
technologies, implementation of career guidance and counseling, development of student assessment and
evaluation.
- 54 -
3. Situations and Challenges in Raising of Labor Demands of the Industrial
Sector
3-1 Present Situations of Labor Demands of the Industrial Sector
3-1-1 Labor Demands of Industrial Automation Technologies
Among one of recent studies on the labor demands in the manufacturing sector in Turkey, “Qualified
Manpower Needs of MESS Members” was conducted by Turkish Metal Goods Manufacturers Syndicate5
(MESS) in 2004. The survey was targeted at skill and education level of technicians employed by 119
member enterprises situated in 4 provinces in the central and western region of the country. By results of the
survey, 77% of the surveyed enterprises answered that their technicians have insufficient skills and/or
knowledge in NC/CNC works, CAD/CAM operation, electric-electronics, electronic materials, basic
principles of machinery operation, mathematics, measuring devises and measuring, pneumatic and hydraulic,
technical drawing and interpretation, and information on advanced technologies. Furthermore, the
professions where lack of competency is observed were electric panel assembly, electrician works,
electronics, technical drawing, mechatronics, NC/CNC operation, automatic control, assembly line
operation, automobile maintenance and repair, plastic molding, and press operations.
“Labor Market and Skill Needs Survey 2005” was conducted in MEGEP, covering all the sectors and
targeting at around 5,000 firms in 31 provinces. According to the survey, among the surveyed enterprises
that had employed graduates from the VET high schools in the past 12 months, 43% of them indicated that
the graduates are insufficient in skills for technical drawing. Likewise, 31% of them indicated they are
insufficient in technical and professional skills, and 30% of them indicated low in skills of personal
computer.
By results of a field survey conducted by the Small and Medium Industry Development Organization
(KOSGEB) in Turkey on October 2005, it was estimated that labor demands of around 30,000 automatic
control engineers and technicians would arise at 17 provinces in several years. It is expected that 1,200
students will graduate in the maximum every year from the IAT departments of 20 AMLs.
The industrial sector in Turkey has been developed in a remarkable rate in the past decade, and its
contribution to the national economy will also be further increased. Based on results of the above studies on
the labor demands, it is noted that enterprises are not satisfied with a level of skills of newly employed
technicians. Especially in the manufacturing sector where the industrial automation technologies are to be
introduced in years to come, labor demands of a technical competency are high.
5
MESS: One of the major enterprises and trade organizations in Turkey. MESS is organized by around 300 member
companies, employing 120,000 workers in total, in motor vehicle production, metal industry, machinery production, office
and data processing equipment, electric equipment, radio, TV and communication equipment, medical and precision optical
equipment, and furniture production.
- 55 -
3-1-2 Japanese Manufacturers in Turkey
According to a study6 conducted by Japan External Trade Organization (JETRO) in end of 2005, around 50
Japanese firms maintain are located in Turkey. 16 firms among them are manufacturers; 3 firms are
manufacturers of automobiles and 10 firms are machineries and assemble parts for automobiles. A majority
of the Japanese manufacturers in Turkey is thus those in the automobile industry. Remaining 3 firms are of
fields of processing food and agriculture or fisheries products and others. Because of a good geographical
access to the European markets, many giant automobile enterprises from the United States, Europe and
Japan extend business in Turkey. The study shows that among the above 16 Japanese firms, 5 or more firms
deem that the trade and investment system and infrastructures give obstacles to operate business in the
country, and 4 firms deem shortage of labor gives the obstacles.
3-2 Institutional Framework of VET
3-2-1 Program for Expanding Industrial Automation Technologies Departments
(1) Selection of Expansion Schools for Extending the IAT Department
The MoNE planned a program to extend the IAT department, which has been established in zmir and
Konya School with assistance of the precedent technical cooperation Project from Japan (2001 to 2006), to
other 20 AML in Turkey. Target schools for extending the IAT department were selected from 20 provinces.
These selected schools are called “expansion schools”. The main criteria of selection of the expansion
schools were the industrial sector in the region, migration of the population and unemployment rate. In
addition, expansion schools must have the adjacent department such as Machinery Technologies
Department and Electric-Electronic Technologies Department. Name of the expansion schools are listed in
Table 1, together with their province and accreditation date of the IAT department. Those that the
department was accredited in 2004 total 11 schools. The departments of remaining 9 schools were
accredited in 2006. In the first group of expansion schools, it was 2005/2006 academic year that the first
students enrolled in the IAT departments. Similarly, in the second group of expansion, it was 2006/2007
academic year. The Project aims at supporting the above Program for Expanding IAT Departments.
6
Study on Business Status of Japanese Manufacturing Enterprises in Europe and Turkey, JETRO, September 2006
- 56 -
Table 1: Twenty Expansion Schools and Dates of Accreditation of IAT Departments
N
O
Province
Name of School
Principal
1
ADANA
Merkez ATL-AML
Ramazan TEKE
2
AFYON
Gazi ATL-AML
Erol AVCIOGLU
3
ANKARA
skitler ATL-AML
Ahmet OZDEMIR
4
ANTALYA
Merkez ATL-AML
Hasan OZEN
5
BURSA
Ali Osman Sönmez
ATL-AML
6
DENIZLI
7
Remark
Started 2005-2006
Went to Japan in 1st group
Automation Lab. 2006
2006-2007
Went to Japan in 2nd group
Budget
Allocation
for Equip.
(YTL)
127.500
2004
Establishment
approval date
14.07.2004
150.000
2006
24.01.2006
127.500
2004
14.07.2004
127.500
2004
14.07.2004
150.000
2006
24.01.2006
Gurol ERISMIS
Started 2005-2006
Started 2005-2006
2006-2007
Went to Japan in 3rd group
Merkez ehit Öretmen
Yusuf Batur ATL-AML
Kudret
YEMISCIOGLU
2006-2007
150.000
2006
24.01.2006
Atatürk ATL-AML
Fikret UMUDUM
2006-2007
150.000
2006
24.01.2006
ERZURUM
ESKISEHIR
Ataturk ATL-AML
S.Sirri
KABADAYI
140.000
2005
GAZ ANTEP
M.Rustu Uzel ATL-AML
Abdulkadir
KALYENCI
127.500
2004
14.07.2004
9
MERSIN
Tarsus-Merkez
ATL-AML
Hasan GURBUZ
140.000
2005
14.07.2004
10
STANBUL
Pendik ATL-AML
127.500
2004
14.07.2004
11
KAHRAMAN
MARAS
Merkez ATL-AML
Mustafa DACI
150.000
2006
24.01.2006
12
Started 2005-2006
Started 2005-2006
Started 2005-2006
Started 2005-2006
2006-2007
14.07.2004
8
KAYSERI
Hurriyet ATL-AML
Durmu PAYAS
2005-2006 balad
127.500
2004
05.10.2004
13
KOCAELI
Gebze ATL-AML
Mehmet Ali
TOKLUOLU
140.000
2005
KONYA
Adil Karaagac Anadolu
Teknik Lisesi
Muzaffer APAN
140.000
2005
14.07.2004
15
MALATYA
Yunus Emre ATL-AML
Huseyin KAYA
150.000
2006
24.01.2006
16
Started 2005-2006
Started 2005-2006
2006-2007
14.07.2004
14
ORDU
Merkez ATL-AML
Omer BA
2006-2007
150.000
2006
24.01.2006
17
SANLI URFA
Merkez ATL-AML
Abdulkadir ACAR
2006-2007
150.000
2006
10.03.2006
18
TEKIRDAG
Çorlu-M.Rustu Uzel
ATL-AML
Caner BAYSAL
2006-2007
150.000
2006
24.01.2006
19
VAN
Merkez ATL-AML
Veysel AKDAS
Started 2005-2006
127.500
2004
14.07.2004
20
Source: MoNE, February 2007
- 57 -
(2) Equipment for Expansion Schools
The MoNE has delivered most of the training equipment for the IAT departments in the first group. Main
training equipment that had been delivered by January 2007 includes factory automation training system
(FA) made in Germany, personal computers with LAN server, PLC training equipment. The major
equipment was procured by the MoNE and delivered to the schools, while the minor equipment was
procured at each school. The budget for a school to purchase the minor equipment was around 127,500YTL
to 150,000YTL. Training equipment for the second group has not been prepared yet as of January 2007, as
the equipment will not be necessary until 2008/2009 academic year when the first students of the IAT
department in the second group advances to Grade 11. Most of workshop practices using the equipment start
in Grade 11.
(3) Training for Teachers in the IAT Departments of the Expansion Schools
The MoNE has recruited or transferred teachers for IAT department at the expansion schools. Full number
of teachers for the department is planned around 15 persons, and hence approximately in total 300 teachers
are to be assigned for the departments of the 20 expansion schools. As shown in the table below, training of
IAT education of the first group has been conducted at the TTC of zmir School and other institutions 3
times by January 2007. The first training for candidate teachers from the second group is scheduled to be
conducted at the TTC from 19 February to 1 June 2007 (103 days).
Table 2 Training Courses for Candidate Teachers from the IAT Departments (January 2007)
Durations
March to April 2006
Contents
Subjects for Grade 10
For Grade 10 and 11
FA system (provisional)
31 persons
33 persons
20 persons
Not implemented yet
Not implemented yet
Not implemented yet
1st Group
2nd Group
Sept. to Dec. 2006
Sept. to Dec. 2006
3 candidates per 1 school are selected from related fields of electric-electronics, machinery and computer.
Training courses are planned and implemented as following steps, 1) decision of subjects for training, 2)
decision of numbers of participants, 3) selection of participants by the expansion schools. At the end of the
training courses examination is conducted, and candidates who passed the examination are formally
assigned to the IAT departments.
The training course for Grade 10 is held from March to April 2006, which is composed of lectures and
practices on 5 subjects including Basic of Micro Controller. The training course is held from September to
December 2006, which covers subjects for Grade 10 and 11, as length of training was allowed as 3 months.
All the participants attended the same training, irrelevantly to their expertise. As a result, participants were
not satisfied with the training as the content of training overlaps their expertise. Reflecting on the
- 58 -
assessment, the training is modified on February 2007. The course for subjects of Grade 10 and 11 will have
20 participants from electric-electronics field and other 20 participants from machinery and computer fields.
It is planned that the former group attends training mainly for subjects of the Industrial Control Branch, and
that the latter group attends training mainly for subjects of the Mechatronics Branch.
Teacher training for Grade 12 is planned to be started on autumn 2007. According to current mid-term
teacher training plan, All 300 teachers will complete the training on 2012. Schedules of each teacher
training courses is being carefully reviewed by the MoNE, as it is necessary to finish training for subjects of
a grade before the first students goes up to the grade. Figure 7 shows the overall schedule for the on-going
teacher training plan. In addition, the second training for the FA training system is planned in April 2007.
- 59 -
Figure 7: Training Program for Teachers from Expansion Schools, 2006 to 2011
㪰㪼㪸㫉
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㪝㫀㫉㫊㫋㩷㪚㫃㪸㫊㫊㩷㫆㪽㩷㪪㫋㫌㪻㪼㫅㫋㫊
2007
2008
2009
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8
)TCFG
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Accumulated number of participants from 1st Group: 174
Accumulated number of participants from 2nd Group: 135
- 60 -
㪰㪼㪸㫉
㪤㫆㫅㫋㪿
2009
2010
2011
2012
)TCFGCPF㧦
)TCFG㧦
)TCFG㧦
2013
9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4
)TCFG㧦
)TCFG㧦
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3-2-2 Target Schools for Extending the IAT Department
(1) Outline of the 20 Expansion Schools
Numbers of the students classified with departments and schools (lisesi), together with number of teachers
classified with expertise, are shown in Annex 4. Scales of the expansion schools are largely different in a
range from those having 3,000 or more students to those having around 500 students. Though 15 teachers
are planned as a full number for the department, in some school, 23 teachers are planned to recruit. Even in
the first group of the expansion schools, number of teachers that have been recruited is still 6 to 8 persons as
of January 2007, leaving almost a half of the full number vacant. As a result, assignment of the lesson
subjects to teachers is not done yet.
Questionnaire survey was conducted to the first group schools, in which teachers have already attended
training at the TTC (Annex 5). Most participants are not fully satisfied with the training for both Grade 10
and 11, because training materials, lectures, a length of training term and others are deemed not fully
sufficient. Some teachers answered that training for their expertise was not necessary.
With regard to 20 subjects in the IAT departments, survey was undertaken by self-assessment of all the
teachers from the first group schools who had participated in training at the TTC. This survey aims at seeing
whether teachers have enough technical knowledge / skills and are able to prepare teaching materials. The
maximum point for the assessment was set at 3 and the minimum at 0. Answers to the questionnaire used
for the survey from 56 teachers are summarized in Annex 5. The results show that, for more than a half of
the subjects, an average of the self-assessment by all 56 teachers was less than 1.5 points. This seems to be
resulted mainly because the training for subjects of Grade 12 is not implemented yet and the average was
calculated irrelevantly to field of expertise of the teachers. Among 3 expertise fields stated above, “electrics
- electronics” is further divided into “electrics” and “electronics and telecommunications”. For 4 fields
adding machinery and computer to these two, the average was calculated as well. The results show some
differences exist by these 4 fields of expertise (see radar charts attached in end of Annex 6). Teachers of the
machinery field answered that they are hard to deal with the subjects related to the electrics-electronics and
computer field. The teachers of the computer field assess that they are hard to deal with the subjects related
to machinery and electrics-electronics.
(2) Management of the Expansion Schools
There exist 1,580 VET schools that are administered by the GDTVE of MoNE. The 20 expansion schools
are a part of these schools. The expansion schools are administered in the same way as the other schools in
terms of personnel management for administration staff and teachers, and the operation budgets for them are
also managed as a part of those for all the schools. The training courses for the teachers are deemed as
particular measure. Recruitment of teachers and delivery of the training equipment in the IAT departments
are in progress. The budget allocation for the expansion schools has been prioritized.
- 61 -
Based on the site survey on some of the second group schools, training facilities and equipment in the
schools appear to have been used for a long time. It seems to be rare that the major equipment was renewed
in most VET schools. It is considered that the new IAT departments are paid particular attention and high
expectation by the local industry firms as well as by teachers of the expansion schools is recognized.
3-2-3 Curriculum and Modules for the IAT Department
(1) Framework Curriculum
For drafting the framework curriculum and the modules of the new IAT department, teachers from the
MEGEP pilot schools in Bursa, stanbul (Tuzla), zmir, Kocaeli, Konya and Ankara (Iskitler) had organized
a task team. Comments from the universities and industrial sector were received. Based on the previous
curriculums developed by the precedent Project assisted by JICA, the new curriculums and module
textbooks have been planned mainly by the Project counterparts of zmir School at the precedent Project.
The framework curriculum defines lesson subjects of the grades and necessary credit hours. The framework
curriculum for the IAT departments in AML is comprised of 22 subjects for the common education in Grade
9 and 10, and 23 subjects for the vocational education in Grade 11 and 12. 40 credit hours per week are
allocated equally to each of the grades (see Table 3). While all the subjects and necessary credits are
specified for the common education, only a standard set of subjects and a total hour of credits are defined
for the vocational education. The selection of subjects for vocational education and allocation of credits is
left for decision by the schools with reflecting needs of the regional industry.
- 62 -
Table 3: Framework Curriculum for IAT Departments in AML
ANATOLIAN VOCATIONAL HIGH SCHOOLS
INDUSTRIAL AUTOMATION TECHNOLOGIES
(MECHATRONICS AND INDUSTRIAL CONTROL)
WEEKLY COURSE CHART OF FRAME TRAINING PROGRAMME
COURSE CATEGORIES
IX.
X.
XI.
XII.
GRADE GRADE GRADE GRADE
COURSES
*LANGUAGE AND NARRATION
TURKISH LITERATURE
RELIGIOUS CULTURE AND ETHICS
HISTORY
COMMON COURSES
2
3
1
2
TURKISH REPUBLIC HISTORY & KEMALISM GEOGRAPHY
2
MATHEMATICS
4
PHYSICS
2
CHEMISTRY
2
BIOLOGY
2
HEALTH
2
PHILOSOPHY
FOREIGN LANGUAGE
10
PHYSICAL TRAINING
2
NATIONAL SECURITY
TRAFFIC & FIRST AID
TOTAL
34
2
3
1
2
2
4
1
15
2
1
2
-
2
1
-
2
4
1
12
4
7
-
27
30
21
3
1
40
27
1
40
30
2
1
40
INFORMATION AND COMMUNICATION TECH. 2
3
2
MATHEMATICS
F
I
E
L
D
/
B
R
A
N
C
H
C
O
U
R
S
E
S
COMMON
VOCATIONAL DEVELOPMENT
COURSES
OF
THE BASIC MECHANICS
*BASIC INDUSTRIAL APPLICATIONS
FIELD
BRANCH
COURSES
TECHNICAL AND VOCATIONAL DRAFT
*SKILL TRAINING AT FIRMS
MECHANISMS
BASIC COMPUTER NETWORKS
MODELLING ON COMPUTERS
PNEUMATIC AND HYDRAULICSYSTEMS
*COMPUTERIZED CONTROL
*SUCCESSIVE CONTROL
*PLANT AUTOMATION
AUTOMATIC PRODUCTION
SCADA SYSTEMS
TECHNICAL FOREIGN LANGUAGE
CIRCUIT ANALYSIS
INDUSTRIAL MANAGEMENT
BASIC PROGRAMMING
5
9
2
-
BASIC COMPUTER NETWORKS & SERVER
SERVICES
COMPUTERIZED CIRCUIT DESIGNS
SENSORS & SIGNAL RECORDING
*MICRODETECTOR APPLICATIONS
INTERNET PROGRAMMING AND SECURITY
INDUSTRIAL SYSTEMS
INSPECTION SYSTEMS
NUMERICAL SIGNALLING SYSTEM
TOTAL FIELD/ BRANCH COURSES
OPTIONAL COURSES
GUIDANCE
TOTAL
2
3
1
40
(*) refers to the courses which are not applicable to the annual average success grade in accordance with
the Article 33. of the Class Achievement Regulation for Secondary Schools, Ministry of National
Education.
- 63 -
In zmir School, the selection of subjects for Grade 11 and 12 by two branches have been finalized (see
Annex 8). The Mechatronics Branch includes mainly the lessons for use of PLC, measures for control of
various devices and systems (among them, FA training system is focused), control by use of micro
computers, and CAM process. The Industrial Control Branch includes lessons for use of PLC, measures for
control of various devices and systems, control by use of micro computers, development of technology
application, and installation of computer networks. Though this curriculum has been prepared for zmir
School, it is being recommended for use of the expansion schools as well. Teachers in Iskitler School in
Ankara Province are reviewing the lesson subjects and modules for their selection to reflect comments from
the industrial sector in the province. For a time, it is told that Iskitler School will use the curriculum
prepared by zmir School without modification.
(2) Framework of Modules
According to the framework curriculum for the IAT departments, 28 subjects given to Grade 10, 11 and 12
are to be comprised of 93 modules in total. This means a subject is to be built with 3 modules in average,
while some subject of a wider technical range has 14 modules.
In the VET schools in Turkey, it seems that vocational training constitutes a main part of the lessons. Most
part of the module textbooks are given to guidance for use of devices and machineries, especially in the
modules for Grade 11 and 12. Therefore it is considered that technical methods for machinery or system
operation constitute a main concept of the lessons, which is supported with practices by means of applying
the training equipment.
(3) Development of Module Textbooks
As a result of the reform of the education system, the framework curriculum was modified and the modular
system has been newly introduced. Because of the reform, the textbooks developed at the precedent Project
(2001 to 2006) are not used for the new IAT departments. For developing the module textbooks for the IAT
departments, the previous textbooks were referred occasionally. As of January 2007, among 93 module
textbooks that are used in Grade 10 and upper, 53 modules have been finalized, although these are in
various stages such as drafts under peer review, drafts under review by the MoNE, and drafts approved by
the Board of Education. All the modules for Grade 12 are being drafted still, and scheduled to be submitted
to the MoNE by December 2007.
As type of the training equipment is different between zmir School and the expansion schools, some
module textbooks will have two versions. To determine technical contents of lectures and practices for
drafting module textbooks for Grade 12, it would need assistance by Japanese experts to obtain technical
knowledge / skills and teaching materials. Teacher training for Grade 12 is scheduled in April 2008 for the
first group, and the lessons for Grade 12 will start in September 2008. The module textbooks are required to
- 64 -
complete by December 2007.
Module textbooks for the IAT departments have been drafted mainly by 15 teachers of zmir School. As
shown in the table below, around 30% has been prepared in collaboration with other AML. Some module
textbooks were drafted by teachers of Konya and Iskitler School, and some that were prepared in the
adjacent departments were determined to introduce to the IAT department.
Table 4: Preparation of the IAT Module Textbooks (January 2007)
zmir
Konya
Iskitler
Adjacent
Grades
School
School
School
Departments
10th and 11th
45
7
1
19
12th
15
6
Total
60
13
Total
72
21
1
19
93
Module guides for teachers have not been prepared. Training materials for the teacher training at the TTC
have not also been prepared, and module textbooks have been used as substitute of teacher training textbook
so far. It is recognized that the training materials is necessary to be prepared. At present, teachers of zmir
School are focusing on drafting of the module textbooks, and the training materials will be prepared when
enough time is allowed for them to take.
3-3 Present Condition and Problems of the TTC to be Addressed
3-3-1 Present Condition of the TTC
(1) Organization of the TTC
The TTC aims mainly at teacher training for VET in the IAT. In addition, the TTC has also purposes to hold
seminars on the updated IAT for teachers of adjacent fields. The TTC is positioned as a part of zmir School,
and it is exclusively used for teacher training in the IAT field and not used for other purposes including
general training for in-service teachers. This excusive use of the TTC is justified by a document in the
Ministry dated 22 January 2007 (Annex 10). Since it is a part of zmir School, the TTC is not given a status
as an independent institution, and one of the deputy principals of zmir School will manage the IAT
department. At present the 16 counterparts of the precedent Project are assigned to lecturers at the TTC.
They serve concurrently as teachers for the IAT Departments of zmir School, and most of them are also in
charge of writing module textbooks of the IAT departments. The MoNE stated that the teachers continue to
serve for several duties as above. Table 5 summarizes mandates of the MoNE, zmir School and the
expansion schools in relation to extending IAT department.
- 65 -
Table 5: Management of the TTC and Involvement of Relevant Institutions
Functions
Personnel
management of
teachers
Current budgets of
operation and
maintenance on
facilities
Development
budget for
construction and
purchase
Current budgets for
training programs
Planning and
implementation of
training for
in-service teachers
Planning of
training programs
for teachers of IAT
departments
Planning of
training courses for
training for IAT
departments
Review and
revision of
curriculum for IAT
departments
MoNE
࡮ Decision on numbers
of teachers, based on
number of students
࡮ Appointment of
teachers and
assignment of them
to schools
࡮ Review of budgets
requested by schools
࡮ Decision of amounts
of budgets to be
allocated
࡮ Planning and
implementation of
construction on
necessary building,
accompanied with
accreditation of
departments
Izmir School and TTC
࡮ Efforts are paid for
enrollment of students
filling a full number
࡮ TTC: Lecturers are
organized by teachers
in Izmir School, though
a few lecturers are
occasionally invited
from outside.
࡮ Request for budget for
light and heating, and
maintenance costs
࡮ TTC: As a part of Izmir
School, necessary
budgets for operation
and maintenance are
secured
࡮ Request for training
equipment necessary
for TTC
࡮ Allocation of budgets
for planned training
programs
࡮ Implementation of the
training courses
allowed by the budgets
࡮ Asking teachers for
training subjects,
planning of training
contents and numbers
of participants in a
year
࡮ Participating in training
in same conditions as
the ordinary VET
schools.
࡮ General training for
in-service teachers has
not been done at TTC
so far.
࡮ Planning of timing and
term on training
courses within limit of
number of days secured
by budget
࡮ Planning of training
courses that meet the
Framework Curriculum
࡮ Securing TTC and
necessary budgets for
training of teachers of
the IAT departments
࡮ Leaving these to
decision by Izmir
School
࡮ Leaving these to
decision of Izmir
School, subject to
approval and/or
accreditation by
Board of Education
of the Ministry
࡮ Prepared the
Framework Curriculum
in collaboration with
resource schools.
࡮ Preparing the
curriculum for Grade
11 and 12.
࡮ Drafting module
textbooks
- 66 -
Expansion Schools
࡮ Efforts are paid
for enrollment of
students filling a
full number
࡮ Request for
budget for light
and heating, and
maintenance
costs
࡮ Receiving the
delivered
equipment.
(Specifications
for equipment
have been
planned and
reviewed by
MoNE)
࡮ Recommendation
of teachers who
should attend
training courses
notified
࡮ Participating in
training in same
conditions as the
ordinary VET
schools
࡮ Participants
assess the
training courses
࡮ Some schools
such as Konya
have been
involved in
formulation of
the Framework
Curriculum and
modules
textbooks.
(2) Construction of the TTC Building
Building for the TTC was built in 2006 in a total cost of 1,850,000YTL. The total floor space is of around
4,800 square meters. Main facilities include seminar rooms, workshops (practice rooms), and
accommodation for 60 persons. Personal computers and LAN server have been delivered to the building, as
well as fixtures and fittings for the accommodation facilities. As of January 2007, the other training
equipment for installation in the workshops is being requested to the MoNE.
(3) Management of the TTC
For planning and implementing the teacher training program, zmir School and the TTC has various
relations with the other institutions. The MoNE determines assignment of teachers, scope and amount of
budgets. The other AML such as Konya and Iskitler School provide technical support on development of
module textbook. The relations among relevant institutions were shown in Figure 8
- 67 -
Figure 8: The TTC and related institutions
MoNE
DG Personnel
Human resources
Department for Education
Equipment and Devices
Training equipment
DG for Technical and
Vocational Education
Planning of
teacher training
Operation costs
Study for demands of the
industrial occupations
by MoNE and Vocational
Qualification Authority
Industrial Sector:
Upgrading of student training
Izmir Province MoNE
Director
SPO
Module texts
Building of TTC
- 68 -
Teacher Training
Center (TTC)
Technical Resources
1. Ankara (Iskitler), Kocaeli, Bursa, Konya,
etc. for drafting modules
2. JICA Experts for technology transfer
3. Private enterprises (available only when
equipment is purchased)
4. University professors (theory-oriented.
Though budget is needed, MoNE cannot
allocate budgets for this sort of
expenditures)
Expansion schools
MoNE, Education Board
Planning Council
Teacher training
MoNE In-service
Department
General in-service
training (summer
seminar)
Ordinary lessons
Other VET schools
Students in Izmir ATL and
AML
Operation budget for the TTC was 266,800US$ in 2006 fiscal year. The budget was allocated mostly for the
equipment and facilities. Personal expenses for the teachers of the IAT Department of zmir School are
covered by the budget for the school. Main budgets for operating the TTC are hence comprised of
maintenance costs for building and facilities, fuel and light expenses and labor costs for workers. For the
whole buildings and facilities of zmir School, 47,500 YTL for electricity, 4,800 YTL for water, 29,700 YTL
for fuel oil and others were expensed in 2006 fiscal year. For the budget in 2007 fiscal year, 90,000 YTL for
electricity, 8,000 YTL for water, 70,000 YTL for heating are being requested to the Ministry. Among these
budgets, those necessary for the TTC building are included. The training costs that cover travel and food
expenses for participants have been budgeted directly by the MoNE.
3-3-2 Problems Addressed of the TTC
Based on opinions and observations by 16 teachers of the IAT Department of zmir School, stakeholder
analysis and problem analysis were conducted. Results were summarized in the problem trees in Annex 12.
As shown in the problem trees, since it was just a year ago when the first training was conducted at the TTC
of zmir School, there seems to be still various problems in training materials and institutional management.
The problems are summarized as follows;
x Shortage or lack of training equipment (at present, equipment for students is used)
x Overlapping of training for teachers and lesson for students due to the concurrent assignment of lecturers
x Compatibility of training equipment such as circuit board between zmir School and the expansion
schools
x Management of training courses
x Assessment and evaluation on the training courses
x Delay in drafting of module textbooks for Grade 12
x Preparation for materials for teacher training
- 69 -
4. Project Strategy
4-1 Outlined Strategy
4-1-1 Selection of Approaches
The Project is aimed at establishing the effective teacher training system for the IAT at the TTC of zmir
Mazhar Zorlu School for the purpose of extending the IAT department, and thus to meet the labor demands
of the industrial sector in Turkey. For achieving this objective, planning, implementation, evaluation of the
teacher training programs of the TTC, and enhancement of planning capacity of the TTC are selected as
project approach.
4-1-2 Project Site
The activities of the Project are deployed mainly at Teacher Training Center of zmir School. The building,
mechanical and electric facilities of the TTC have been mostly prepared in 2006.
4-2 Project Implementation Structure
4-2-1 Implementation Agencies
The Director General of GDTVE will take an overall responsibility for the Project. Among three
departments of the GDTVE, the Head of a department that is in charge of in-service teacher training in the
GDTVE will take a responsibility for management of the Project. The Principal of zmir School will take an
administrative and technical responsibility for the implementation of the Project. At present, the TTC is a
part of zmir School, and not given an independent institutional system.
Joint Coordinating Committee (JCC) will be organized for coordination and discussion by the project
implementation agencies. The JCC will be established by representatives from the MoNE, State Planning
Organization (SPO), Japanese Embassy, JICA Turkey Office, the Principal of zmir School, and Deputy
Principal.
4-2-2 Assignment of Project Counterparts
Officer(s) for management of the Project assigned by the Turkish Government and lecturers of the TTC will
work as the project counterparts.
- 70 -
5. Project Design
5-1 Overall Goal
5-1-1 Super Goal
Narrative
Technicians of industrial automation technologies (IAT) are raised and needs of the
summary
industrial sector in Turkey for them are substantially satisfied.
OVI
Numbers of graduates from IAT Departments employed by relevant factories reach to
XX persons per year.
5-1-2 Overall Goal
Narrative
Vocational education and training (VET) for IAT at the expansion schools is practiced
summary
effectively.
OVI
XX students will graduate from IAT Departments.
5-2 Project Purpose
Narrative
Teacher training system of the TTC is established.
summary
Indicators for training courses
OVI
x More than XX% of participants from the expansion schools assess their training
courses at the TTC are practically usable for their lectures and practices for IAT
x XX% of the participants finish the training course
x Average score of the exit examinations
Indicators for institution of the TTC
x Management procedures for teacher training courses are prepared
x Planned number and implementation number of training courses
Indicators for long term strategy
x The long term strategy for the TTC receives a due consideration from Ministry of
National Education
5-3 Outputs and Activities
Four outputs are planned in the Project. These are planning, implementation, evaluation, and preparation of
a long term strategy of the TTC. All these are related to training program of the TTC.
Output 1
OVI
Teacher training program of the TTC is planned.
x
Number of designed teacher training courses
x
Number of teacher training textbooks
Activity 1-1 Baseline survey of IAT department of expansion schools is conducted.
Activity 1-2 Organizational structure of the TTC is arranged.
Activity 1-3 Mid-term training plan (2006-2011) is reviewed.
Activity 1-4 Module textbook is drafted.
Activity 1-5 Teacher training courses are planned.
- 71 -
Activity 1-6 Teacher training textbook is drafted.
Output 2
Teacher training courses of the TTC are implemented.
OVI
Number of implemented teacher training courses
Activity 2-1 Equipment for the TTC is installed.
Activity 2-2 Orientation for participants is conducted.
Activity 2-3 Teacher training courses are implemented.
2-3-1 Teacher training courses for IAT Departments are implemented.
2-3-2 Teacher training courses for the adjacent departments7 (summer seminars) are implemented.
Activity 2-4 Seminars on management of IAT Department are conducted for the expansion schools.
Output 3
Teacher training courses of the TTC are evaluated.
x Evaluation on teacher training courses is conducted XX times.
x Monitoring is conducted XX times at all the expansion schools.
OVI
Activity 3-1 Standard of evaluation of teacher training courses and evaluation materials are drafted.
Activity 3-2 Teacher training courses are evaluated properly.
Activity 3-3 Monitoring on VET of IAT at the expansion schools is implemented.
Activity 3-4 The teacher training course and training textbook is reviewed.
Output 4
OVI
Planning capacity of the TTC is strengthened.
Long term strategy of the TTC is finalized.
Activity 4-1 Role of the TTC in the Long term strategy is identified.
Activity 4-2 Long term strategy of the TTC is drafted and submitted to GDTVE of the MoNE
5-4 Plan of Operation (PO)
The Project will have around three year implementation term. It is expected that on-going training courses
by the present mid-term teacher training program for the expansion schools can be followed up six times in
total. Similarly, relevant activities before and after the teacher training courses will be able to be undertaken
six times in total. The overall draft Plan of Operation is attached in Annex 2.
5-5 Project Input
5-5-1 Input by the Turkish Side
The Project activities will be led by Turkish side. The lecturers as Project counterparts will be
̌Adjacent Departments” include Electricity-Electric Technology Department, Mechanical Technology
Department and Information Technologies Department.
7
- 72 -
assigned at zmir Mazhar Zorlu School, and the administrative personnel such as the deputy principal of the
TTC and training coordinator will also be assigned at the school and the MoNE. Number of persons to be
assigned will meet the necessity for implementation of the Project. When the necessity for increasing the
number of teachers at zmir Mazhar Zorulu School is recognized, the Principal of School will consider the
additional assignment of teachers8.
Office, office equipment, telephone with direct line and power supplies will be prepared in the TTC
by Turkish side. The facilities and equipment necessary for training activities will be also supplied by
Turkish side.
The project costs including expenses for the teacher training courses will be mainly born by the
Turkish side.
5-5-2 Input by the Japanese Side
Japanese side assists the implementation of project activities led by Turkish side. The Project
activities will be conducted based on the framework of curriculum of Industrial Automation Technologies
admitted by the MoNE and equipment procured by Turkish side. The technical cooperation team comprised
of short-term experts will be dispatched by Japanese side. (Number and field of expertise will be considered
in accordance with the progress of Project.) The team will mainly assist in the aspect of teacher training.
Although the equipment at the TTC is procured by the Turkish side, if the necessity for
implementation of the Project arises, the Japanese side can procure the supplemental equipment.
With regard to the project operation cost, the main cost will be born by Turkish side, if the necessity
for performing the activities, the Japanese side will bear a part of the cost.
5-6 Important Assumptions and Pre-conditions
5-6-1 Important Assumptions
(1) Assumptions for Attaining the Outcomes
x Teachers of IAT Department in the expansion schools are appointed in time
(2) Assumptions for Attaining the Project Purpose
x A majority of the counterparts remain in the TTC
5-6-2 Pre-conditions
x Necessary budgets of the TTC are appropriately allocated.
x Appropriate number of the project counterparts is assigned.
8
Please refer to the Annex 12 for the detail of terms of reference of Turkish side and Japanese side.
- 73 -
6. Ex-ante Evaluation
6-1 Relevance
Relevance of the Project is high because of the following points.
x
The Medium Term Program (2007 - 2009) prioritizes improvement of the human resources.
Improvement of human resources and increasing employability are main target of the program. The
Project has goals that are highly relevant to these national priority strategies.
x
As shown in the various labor market studies of the manufacturing sector, the labor force in the
automation technologies field is insufficient in Turkey. The Project, aiming at teacher training for the
IAT department, matches the demand of manufacturing industry.
x
Human resource development for middle income countries is prioritized in JICA country program. The
Project is included in JICA Cooperation program, called “Improvement of Vocational Education and
Training Program”, which aim at improving VET for responding to labor demand of the industrial
sector.
6-2 Effectiveness
Effectiveness of the Project is expected because of the following points.
x
Output of Project includes not only planning, implementing and evaluating the training courses, but
also strengthening of planning capacity for the TTC. Sufficient outputs are incorporated in the project
plan for achieving the project purpose.
x
The project purpose is “Teacher training system of the TTC is established”. Because The OVI include
not only the indicators on the teacher training courses and institutional management of the TTC, but
also finalizing long-term strategy of the TTC, the project purpose is clearly defined.
6-3 Efficiency
The Project is expected to be implemented efficiently because of the following points.
x
Budget for construction of the TTC building and procurement of the training equipment for the TTC
and IAT departments of the expansion schools is allocated by the Government of Turkey, as well as
expenditures for implementation of the teacher training courses that include travel expenses of the
training participants. Therefore Turkish side will provide necessary input for the Project.
x
Since the counterparts to be assigned for the Project have received a series of training from the
Japanese experts in the precedent Project, the total input from Japanese side will be more efficient.
x
Important Assumptions for attaining the output, “Teachers of IAT Department in the expansion schools
are appointed in time”, will be satisfied, because the MoNE assign necessary teachers to IAT
departments.
6-4 Impact
The impact of the Project is expected as follows.
- 74 -
x
The Project will conduct teacher training courses for approximately 300 teachers, however the seminar
for adjacent departments will be held.
x
In Turkey, economics in western part is developed. On the other hand, economics in eastern part is in
the process of developing. Because the expansion schools are chosen in various regions of Turkey, the
6-5 Sustainability
Sustainability of the Project is expected to be high because of the following points.
x
The MoNE’s initiative to undertake the expansion program is strong as indicated in a fact that it has
already started the teacher training.
x
In the Project, as Japanese expert supports Turkish side in the respect of technical advice on module
textbook writing, development of teacher training textbook, and center management, the ownership of
Turkish side is respected.
6-6 Conclusions
This Project is to strengthen the on-going teacher training for the industrial automation technologies at the
TTC that has been newly established in zmir Mazhar Zorlu School with an objective to extend the
Industrial Automation Technologies Department, which has been established in zmir Mazhar Zorlu
Anatolia Technical High School with assistance by Japan during 2001 to 2206, to other high schools in
Turkey. The Project will meet one of prioritized issues in the national policies in aspect of supporting
education and training of the labor demand of the industrial sector in the country. The Project will also
expand outcomes of the precedent cooperation by Japan. Based on these, it is concluded that
implementation of the Project is highly justifiable.
- 75 -
7. Monitoring and Evaluation
7-1 Notes for Managing the Project
(1) Contents of Teachers Training
The teacher training at the TTC seems to have been conducted mainly on lectures on module textbooks and
use of the training equipment. It is necessary to study whether methods for teaching and methods for
developing teaching materials based on the education science should be included in the teacher training. In
addition, it is necessary to review whether a length of the current training term (3 months) is appropriate.
(2) Compatibility of Training Equipment
Training equipment supplied to zmir School in the precedent Project was mainly from Japan, while the
training equipment delivered to the expansion school is from the European countries and hence has
technical specifications of European versions. It seems that teachers of zmir School have not enough
knowledge on the equipment of the expansion schools. By this reason, the TTC is planned to have the
equipment of the same specifications as ones in the expansion schools.
(3) Long Term Strategy for the TTC
With regard to teacher training programs after 2012, though objectives of the TTC operations were
identified as updating of technical skills of teachers involved in the IAT education, the details seems not to
have been planned. Roles of the TTC for long term are also not identified, probably because the TTC is the
first case of a teacher training center for a specific department of VET schools in the country. Review on
roles of the TTC in long term should hence be undertaken in collaboration with the MoNE in course of this
Project.
7-2 Monitoring Plan
The mid term evaluation will be conducted around February 2009, and consultation will be made on the
project management. According to results of the mid term evaluation, after holding discussions, the project
activities are revised if needed. By six months before the termination of the Project (around February 2010),
the final evaluation is conducted. Main objectives of the final evaluation are to assess the achievement of
the project purpose by the five evaluation criteria, to find measures to sustain the project benefits at post
project stage, and to identify lessons for improvement of planning and implementation of other similar
Projects.
- 76 -
Annexes
Annex 1㩷 Project Design Matrix (PDM)
Annex 2㩷 Overall Plan of Operation (PO)
Annex 3㩷 Training Courses for In-service Teachers in 2006
Annex 4㩷 Number of Students and Teachers of the Expansion Schools
Annex 5㩷 Questionnaire Survey for the First Group of Expansion Schools
Annex 6㩷 Self Assessment on Knowledge and Skills for Teaching
Annex 7㩷 Framework Curriculum of the IAT department
Annex 8㩷 Standard Curriculum of the IAT department
Annex 9㩷 List of Modules of the IAT department
Annex 10㩷 Document of the MoNE for Establishment of TTC
Annex 11㩷 Problem Trees
Annex 12 Terms of Reference on Japanese Expert and Counterparts
- 77 -
ANNEX 1 PROJECT DESIGN MATRIX
Version. No. 2.0
Date: 18 April 2007
Project Title: The Project on Strengthening the Program of Expanding Industrial Automation Technologies Department (SPREAD)
Duration: August 2007 to September 2010
Target Groups: Management staff, lecturers of Teachers Training Center (TTC) of Izmir Mazhar Zorlu Anatolian Vocational High School, teachers to be trained at
the Indirect Target Groups: Teachers to be trained at the TTC
Narrative Summary
Objectively Verifiable Indicators1
Super Goal
Technicians of industrial automation technologies XX graduates of IAT departments are
(IAT)are raised and needs of the industrial sector in employed to the relevant factories every
Turkey for them are substantially satisfied
year.
Overall Goal
Vocational education and training (VET) for IAT at XX students graduate from IAT
the expansion schools is practiced effectively
Departments.
- 78 -
Project Purpose
Teacher training system of the TTC is established.
1
<Indicator on teacher training course at the
TTC>
1. XX% of participants assess training
courses are practically usable for their
lectures and practices for IAT.
2. XX % of participants complete teacher
training course.
3. Average score of tests
<Indicator on organization of the TTC>
4. Procedures on management of teacher
training course are prepared.
5. Percentage of implemented teacher
training courses compared with plan.
<Indicator on long term strategy>
6. Long term strategy of the TTC
receives a due consideration from
Ministry of National Education.
Means of Verification
Important Assumptions
Records of carrier guidance
committee of schools with IAT
Department
Records of carrier guidance
committee of the expansion
schools
Turkish industrial sector
continue to develop in same
growth rate as present
1. Teacher training course
assessment reports by TTC
Entry of students to IAT
Department in the expansion
schools is kept in the present
level at least
2. Records for the teacher
training courses of TTC
4. Interview with the MoNE
Numerical indicator will be specified at the first Joint Coordinating Committee based upon baseline survey.
Number of expansion schools is
not reduced.
Output
1. Teacher training program of the TTC is 1-1. Number of designed teacher training
courses
planned.
1-2. Number of designed teacher training
textbooks
2. Teacher training courses of the TTC are
implemented.
2-1. Number of implemented teacher
training courses
3. Teacher training courses of the TTC are
evaluated.
3-1. Evaluation on teacher training
courses is conducted XX times
3-2. Monitoring is conducted XX times at
all the expansion schools
3. Records for monitoring
4. Planning capacity of the TTC is strengthened.
4-1. Long term strategy for TTC is
finalized.
4. Long term strategy plan by
TTC
Counterparts remain in TTC
- 79 -
Activities
Inputs
Important Assumptions
- 80 -
Teachers of IAT Department in
1-1 Baseline survey of IAT department of expansion Turkish side:
the expansion schools are
schools is conducted.
appointed in time
1-2 Organizational structure of the TTC is arranged. x Administrative personnel
1-3 Mid-term training plan (2006-2011) is reviewed. x Project counterparts
1-4 Module textbook is drafted.
-Trainers of TTC
1-5 Teacher training courses are planned.
-Coordinator
1-6 Teacher training textbook is drafted.
x Office and office equipment for JICA experts
x Training equipment for TTC
2-1 Equipment for the TTC is installed.
x Project costs
2-2 Orientation for participants is conducted.
-Expenses for teacher training courses
2-3 Teacher training courses are implemented.
-Salaries and other allowances for the Turkish staffs
2-4 Seminars on management of IAT Department are
-Customs clearance, inland handling of the Project equipment provided by
conducted for the expansion schools.
JICA
Preconditions
-Expenses for maintenance of the Project facilities and equipment
3-1 Standard of evaluation of teacher training
-Expenses for electricity, water, gas, fuel and other contingencies
courses and evaluation materials are drafted.
Necessary budgets of TTC are
-Other necessary local expenses of the Project
3-2 Teacher training courses are evaluated properly.
appropriately allocated.
3-3 Monitoring on VET of IAT at the expansion
Japanese side:
schools is implemented.
Appropriate number of the
3-4 The teacher training course and training textbook x Experts
project counterparts is assigned.
is reviewed.
x Supplemental equipment
x Counterpart training in Japan
4-1 Role of the TTC in the Long term strategy is
x Supplemental expenses
identified.
4-2 Long term strategy to operate the TTC is drafted
and submitted to GDTVE of the MoNE
ANNEX 2 PLAN OF OPERATION
Project Title: The Project on Strengthening the Program for Expanding Industrial Automation Technologies Department
Duration: August 2007 to September 2010
1/2/3
Project Activities
1-1 Baseline survey of IAT department of expansion
schools is conducted.
1-2 Organizational structure of the TTC is arranged.
1-3 Mid-term training plan (2006-2011) is reviewed.
1-4 Module textbook is drafted.
1-5 Teacher training courses are planned.
1-6 Teacher training textbook is drafted.
2-1 Equipment for the TTC is installed.
2-2 Orientation for participants is conducted.
- 81 -
2-3 Teacher training courses are implemented.
(Teacher training courses for adjacent departments)
2-4 Seminars on management of IAT Department are
conducted for the expansion schools.
3-1 Standard of evaluation of teacher training courses and
evaluation materials are drafted.
3-2 Teacher training courses are evaluated properly.
3-3 Monitoring on VET of IAT at the expansion schools is
implemented.
3-4 The teacher training course and training textbook is
reviewed.
4-1 Role of the TTC in the Long term strategy is identified.
4-2 Long term strategy to operate the TTC is drafted and
submitted to GDTVE of the MoNE
JCC
Joint Evaluation
2007
4/5/6 7/8/9 10/11/12 1/2/3
2008
4/5/6 7/8/9 10/11/12 1/2/3
Version. No. 2.0
Date: 18 April 2007
2009
4/5/6 7/8/9 10/11/12 1/2/3
2010
4/5/6
7/8/9
32
163
178
179
180
201
PARTICIPANTS
Teachers of Workshop
and Vocational Courses
working in the field of
Construction
CONSTRUCTION
Technology of
PAINT COURSES
Technical Schools
WELDING
DEVELOPMENT
COURSE
PLC
APPLICATIONS
COURSE IN
ELECTRO
PNEUMATIC
SETS
BASIC LEVEL
OF PIC
(16F84,16F628)
TRAINING
COURSE
BASIC LEVEL
OF PLC
COURSE
BASIC
PNEUMATIC
AND HIDROLIC
COURSE
working in the
departments of
Levelling, Metalworks,
Ship Construction,
Machinery, and
Installation Technology
of Technical Schools
working in the
departments of Electric,
Electronics, Machinery,
Mechatronics, ndustrial
Electronics, and
Industrial Automation
of Technical Schools
working in the
departments of
Electronics and
Industrial Electronics of
Technical Schools
working in the
Electronics, Machinery,
Mechatronics, Industrial
Electronics, Industrial
Automation of
Technical Schools
and Vocational courses
Working in the
department of
Mechatronics in Ankara
Balgat, Kocaeli Gebze,
STFA and Bursa
Hürriyet Vocational
high schools
LOCATION
DYO Paint
Factory
Trading
Inc.
GEBZE
KOCAEL
GEDK
Holding
Education
Foundation
Tuzla
Vocational
High school
STANBUL
Tuzla
Vocational
High school
STANBUL
Tuzla
Vocational
High school
STANBUL
MAN
Turkey
INC.
ANKARA
- 82 -
DATE
13.02.2006
17.02.2006
05.06.2006
09.06.2006
12.06.2006
16.06.2006
12.06.2006
16.06.2006
12.06.2006
16.06.2006
19.06.2006
23.06.2006
NUMBER OF
PARTICIPANTS
NAME OF THE
EDUCATIONAL
ACTIVITY
PERIOD
(DAY)
ACTIVITY
NO
Annex 3 IN-SERVICE TRAINING ACTIVITIES GENERAL DIRECTORATE OF
TECHNICAL AND VOCATIONAL EDUCATION, 2006
5
15
5
20
5
5
5
5
16
12
20
8
NOTES
Those who are
determined by General
Directorate of Technical
Education for Males
shall join
Accomodation Place:
Gebze STFA
Vocational high school
KOCAEL
Those who are
Education for Males
shall join
Accomodation Place:
Tuzla Vocational high
school STANBUL
Those who are
Education for Males
shall join
Those who are
Education for Males
shall join
Those who are
Education for Males
shall join
Those who are
Education for Males
shall join
Accomodation Place:
Hotel Business and
Tourism Vocational
High School Pension
ANKARA
226
227
228
229
242
NAME OF THE
EDUCATIONAL
ACTIVITY
PARTICIPANTS
Working in the
department of
otomotive in Adana,
zmir, Engine
ADVANCED
LEVEL
OF Vocational high
DIESEL COURSE schools, Ankara
Güvercinlik, stanbul
ili, Kartal, Samandra,
Bursa Hürriyet
Vocational high
schools.
Teachers with the basic
knowledge of graphic
design in the
BASIC LEVEL
departments of
OF
GRAPHIC
computer, electronics
DESIGN
I
and printing in technical
COURSE
education schools
COMPUTER
AIDED
DRAWING
(AUTOCAD)
COURSE
–
with the basic
knowledge of computer,
in the departments of
machinery and levelling
in technical
education schools
with the knowledge of
DATABASE
PROGRAMMING Visual Basic in
COURSE WITH technical
education schools
VISUAL BASIC
CNCTECHNICAL
COURSE
in the departments of
Machinery, Levelling,
Tuzla
Vocational
High school
STANBUL
LOCATION
TOFA
Technical
Education
Center,
BURSA
Bornova
Mazhar Zorlu
Anatolian
Technical and
Plastic
Vocational
High
School
ZMR
Bornova
Mazhar Zorlu
Anatolian
Technical and
Plastic
Vocational
High
School
ZMR
Bornova
Mazhar Zorlu
Anatolian
Technical and
Plastic
Vocational
High
School
ZMR
Gebze
Çayrova
STFA
Anatolian
- 83 -
19.06.2006
23.06.2006
19.06.2006
23.06.2006
DATE
26.06.2006
30.06.2006
26.06.2006
30.06.2006
26.06.2006
30.06.2006
26.06.2006
30.06.2006
26.06.2006
5
5
5
5
5
5
12
16
Those who are
Education for Males
shall join
20
Those who are
Education for Males
shall join
NUMBER OF
PARTICIPANT
ACTIVITY
NO
203
Tuzla
Vocational
High school
STANBUL
PERIOD
(DAY)
202
working in the
department of
Computer of Technical
Schools
WEB
PROGRAMMING working in the
department of
(PHP-MYSQL)
Computer of Technical
COURSE
Schools
BASIC LEVEL
OF
APPLIED
COMPUTER
WEB SYSTEMS
COURSE
12
18
18
18
20
NOTES
Those who are
Education for Males
shall join
Accomodation Place:
A.Ö. Sönmez Vocational
School BURSA
Those who are
Education for Males
shall join
Accomodation Place:
Bornova Apprenticeship
Education Center ZMR
Those who are
Education for Males
shall join
Accomodation Place:
Those who are
Education for Males
shall join
Accomodation Place:
Those who are selected
among the applicants by
General Directorate of
Technical Education for
ACTIVITY
NO
252
253
254
255
256
DIESEL
SYSTEMS
COURSE
ELECTRONIC
EQUIPMENT
COURSE
NAME OF THE
EDUCATIONAL
ACTIVITY
in the department of
Otomotive in technical
education schools
PARTICIPANTS
Teachers of workshop
and vocational courses
Basic Computer
BASIC
working in the
COMPUTER
WEBS COURSE
Electronics and
Computer in technical
education schools
BASIC LEVEL
Basic Computer
OF
PLC
working in the
PROGRAMMING
COURSE
Electronics and
education schools
BASIC LEVEL
Basic Computer
OF PIC 16F84
working in the
MICRO
CONTROLLER
Electronics and
COURSE
education schools
COMPUTER-
TOFA
Technical
Education
Center,
BURSA
RENAULTMAIS INC.
Education
Center,
STANBUL
RENAULTMAIS INC.
Education
Center,
STANBUL
LOCATION
Selçuklu Adil
Karaaaç
Anatolian
Technical
High School
KONYA
Selçuklu Adil
Karaaaç
Anatolian
Technical
High School
KONYA
Selçuklu Adil
Karaaaç
Anatolian
Technical
High School
KONYA
Bornova
- 84 -
07.07.2006
03.07.2006
07.07.2006
03.07.2006
07.07.2006
03.07.2006
07.07.2006
DATE
Males shall join
5
5
5
12
Those who are
Education for Males
shall join
Accomodation Place:
A.Ö. Sönmez Vocational
School BURSA
15
Those who are
Education for Males shall
join
15
Those who are
join
NUMBER OF
PARTICIPANT
251
Otomotive in technical
education schools
Technical
School
KOCAEL
PERIOD
(DAY)
250
ADVANCED
LEVEL
OF
ENGINE
COURSE
Mold, CNC, Metal,
Industrial Mechanics of
technical
education schools
Otomotive of technical
education schools in
Adana, zmir Engine
vocational high schools,
Ankara Güvercinlik,
stanbul ili, Kartal,
Samandra, Bursa
high schools
03.07.2006
07.07.2006
5
18
03.07.2006
07.07.2006
5
18
03.07.2006
07.07.2006
5
18
NOTES
Those who are
join
Accomodation Place:
Meram Teachers’
Lodging
KONYA
Those who are
join
Accomodation Place:
Meram Teachers’
Lodging
KONYA
Those who are
join
Accomodation Place:
Meram Teachers’
Lodging
KONYA
Those who are
292
ACTIVITY
NO
301
302
317
CAD/CAM
(MASTERCAM)
COURSE
WINDOWS 2003
SERVER
AND
DOMAIN
CONTROL
SYSTEM
INSTALLATION
COURSE
NAME OF THE
EDUCATIONAL
ACTIVITY
Otomotive in Adana,
zmir Engine vocational
high school, Ankara
Güvercinlik, stanbul
ili, Kartal,
Samandra, Bursa
high schools
working in the
departments of CNC
(Numerical control on
computer ), Machinery,
Levelling, Mold,
Machinery Painting,
Hydrolic Pneumatic
Technology,
Automation in
technical education
schools
Basic Computer
working in the
Electronics and
education schools
PARTICIPANTS
and vocational course
working in the
COMPUTERdepartment of
AIDED
FURNITURE AND Furniture and
Decoration in technical
DECORATION
education schools
DESIGNING
COURSE
SERVER
INSTALLATIONS
COURSE
IN
LINUX-FEDORA
OPERATING
SYSTEM
COURSE
and vocational course
Basic Computer and
Linux Operating
System working
technical education
Mazhar Zorlu
Anatolian
Technical and
03.07.2006
Plastic
07.07.2006
Vocational
High School
ZMR
TOFA
Technical
Education
Center,
BURSA
Alanya
Vocational
High
School
ANTALYA
Selçuklu Adil
Karaaaç
Anatolian
Technical
High School
KONYA
LOCATION
Gazi
Vocational
High School
ANKARA
Selçuklu Adil
Karaaaç
Anatolian
Technical
High School
KONYA
- 85 -
10.07.2006
14.07.2006
5
18
5
12
join
Accomodation Place:
Those who are
join
Accomodation Place:
A.Ö. Sönmez
Vocational School
BURSA
Those who are
join
10.07.2006
21.07.2006
17.07.2006
21.07.2006
DATE
12
5
20
18
NUMBER OF
PARTICIPANT
280
ADVANCED
LEVEL
OF
ELECTRICELECTRONCS
COURSE
working in the
electronics and
education schools
PERIOD
(DAY)
AIDED
DRAWING
COURSE
(SOLIDWORKS)
17.07.2006
21.07.2006
5
20
24.07.2006
28.07.2006
5
18
Those who are
join
Accomodation Place:
Meram Teachers’
Lodging
KONYA
NOTES
Those who are
join
Accomodation Place:
Hotel Business and
Tourism Vocational High
School Pension
ANKARA
Those who are
join
Accomodation Place:
Meram Teachers’
schools
338
ACTIVITY
NO
350
351
352
SOLVING
MACHINERY
PROBLEMS
COURSE WITH
VISUAL BASIC
PROGRAM
CNC
LATHE
CUTTER
COURSE
NAME OF THE
EDUCATIONAL
ACTIVITY
working in the
departments of CNC
Levelling, Mold,
Hydrolic Pneumatic
Technology,
Automation in
technical education
schools
working in the
departments of CNC
Levelling, Mold,
Hydrolic Pneumatic
Technology,
Automation in
technical education
schools
Basic Computer
working in the
departments of
Machinery and
Levelling in technical
education schools
PARTICIPANTS
Teachers with the basic
knowledge in Graphic
Design working in the
GRAPHIC
departments of
DESIGN COURSE
Computer, Electronics
II
and Printing in
technical education
schools
GENERAL
ELECTRIC ARC and vocational courses
working in the
WELDING
department of
COURSE
Gazi
Vocational
High School
ANKARA
Kuadas
Vocational
High School
AYDIN
24.07.2006
28.07.2006
5
18
31.07.2006
11.08.2006
12
20
Those who are
join
31.07.2006
11.08.2006
Bornova
Mazhar Zorlu
Anatolian
Technical and
07.08.2006
Plastic
11.08.2006
Vocational
High School
ZMR
LOCATION
DATE
Bornova
Mazhar Zorlu
Anatolian
Technical and 07.08.2006
11.08.2006
Plastic
Vocational
High School
ZMR
ECZACIBA
I
-Lincoln
07.08.2006
Electric
- 86 -
12
5
5
5
20
18
NUMBER OF
PARTICIPANT
337
CNC
LATHE
AND
CNC
UPRIGHT
PROCESSING
CENTER
SIMULATOR
TRAINING
COURSE (FANUC
PROGRAMMING)
Selçuklu Adil
Karaaaç
Anatolian
Technical
High School
KONYA
PERIOD
(DAY)
318
C
AND
PIC
MICRO
CONTROLLER
AUDITING
COURSE
Teachers with the
knowledge of Basic
Computer working in
the departments of
electric, Electronics and
education schools
Lodging
KONYA
Those who are
join
Accomodation Place:
Meram Teachers’
Lodging
KONYA
Those who are
join
Accomodation Place:
Hotel Business and
Tourism Vocational High
School Pension
ANKARA
18
20
Those who are
join
Accomodation Place:
NOTES
by General Directorate of
Males shall join
Accomodation Place:
Those who are
357
365
371
519
520
Metalworks and
in technical education
schools
IN
working in the
AUTOMATION
departments of
SYSTEM
SENSORS AND Computer (software),
Computer (hardware),
PLC
APPLICATIONS Electric and Electronics
COURSE
schools
working in the
GENERAL
ELECTRIC ARC department of
Metalworks and
WELDING
COURSE
schools
working in the
departments of CNC
Levelling, Mold,
Hydrolic Pneumatic
SOLID
Technology, Casting,
MODELLING
Industrial Mechanics,
(SOLIDWORKS)
machinery Painting,
COURSE
Construction Painting,
Metalworks, Furniture
and Decorartion,
Modelling,
Mechatronics, Idustrial
Automation in
technical education
schools
INDUSTRIAL
working in the
AUTOMATION
department of Industrial
TECHNOLOGIES
Automation
DEPARTMENT,
Technologies in
TEACHERS’
technical high schools.
TRAINING
This is for
COURSE
predetermined teachers
for this field.
INDUSTRIAL
working in the
AUTOMATION
TECHNOLOGIES
Automation
DEPARTMENT,
Technologies in
TEACHERS’
TRAINING
This is for
COURSE
for this field.
Askaynak
Tuzla/
STANBUL
Kathane
Profilo
Anatolian
Technical
High School
STANBUL
ECZACIBA
I
-Lincoln
Electric
Askaynak
Tuzla/
STANBUL
Karyaka
Vocational
High School
ZMR
Selçuklu Adil
Karaaaç
Anatolian
Technical
High School
KONYA
11.08.2006
07.08.2006
18.08.2006
20
14.08.2006
18.08.2006
5
20
14.08.2006
25.08.2006
12
20
20.03.2006
28.04.2006
Bornova
Mazhar Zorlu
20.03.2006
Anatolian
Plastic
Vocational
High School
ZMR
- 87 -
12
40
40
20
10
join
Accomodation Place:
Tuzla Vocational High
School STANBUL
by General Directorate of
Males shall join
Those who are
join
Accomodation Place:
Tuzla Vocational High
School STANBUL
Those who are
join
Those who are
join
Those who are
join
Chiefs of department,
workshop and lab
WORKSHOP
AND
LAB working in technical
MANAGEMENT education schools.
COURSE
530
SCHOOL
MANAGEMENT
COURSE
531
WORKSHOP
AND
LAB
MANAGEMENT
COURSE
532
533
534
535
536
Deputies to principal of
schools/
institutions that have
never joined in seminar
before working in
technical education
schools.
workshop and lab
working in technical
education schools.
WORKSHOP AND workshop and lab
working in technical
LAB
MANAGEMENT education schools.
COURSE
schools/
SCHOOL
MANAGEMENT never joined in seminar
before working in
COURSE
technical education
schools.
schools/
SCHOOL
MANAGEMENT never joined in seminar
before working in
COURSE
technical education
schools.
INDUSTRIAL
working in the
AUTOMATION
TECHNOLOGIES
Automation
DEPARTMENT,
Technologies in
TEACHERS’
TRAINING
This is for
COURSE
for this field.
RAIL SYSTEMS
TECHNOLOGY
COURSE
to be assigned in project
high schools.
LOCATION
Edremit
Vocational
High School
BALIKESR
Fethiye
Vocational
High School
MULA
Kuadas
Vocational
High School
AYDIN
Fethiye
Vocational
High School
MULA
Alanya
Vocational
High School
ANTALYA
Kuadas
Vocational
High School
AYDIN
DATE
03.07.2006
07.07.2006
10.07.2006
14.07.2006
17.07.2006
21.07.2006
24.07.2006
28.07.2006
31.07.2006
04.08.2006
14.08.2006
18.08.2006
Bornova
Mazhar Zorlu
Anatolian
08.12.2006
Plastic
Vocational
High School
ZMR
It shall be It shall be
determined at determined
at a later
a later time
time
- 88 -
5
5
5
5
5
5
96
5
NUMBER OF
PARTICIPANTS
PARTICIPANTS
PERIOD
(DAY)
ACTIVITY
NO
529
NAME OF THE
EDUCATIONAL
ACTIVITY
50
50
NOTES
Those who are
selected by General
Directorate of
Technical Education
for Males shall join
Those who are
selected by General
Directorate of
Technical Education
50
Those who are
selected by General
Directorate of
Technical Education
40
Those who are
selected by General
Directorate of
Technical Education
50
Those who are
selected by General
Directorate of
Technical Education
40
Those who are
selected by General
Directorate of
Technical Education
30
20
Those who are
determined by
General Directorate of
Technical Education
Those who are
determined by
General Directorate
of Technical
Education for Males
shall join
538
to be assigned in project
INFORMATICS
TECHNOLOGIES in technical education
high schools.
COURSE
Teachers of in the
departments of
NATURAL GAS
installation technology,
REPAIR
AND
cooling and airMAINTENANCE
conditioning in
COURSE
technical education high
schools.
LOCATION
DATE
It shall be
5
It shall be
determined
determined at
at a later
a later time
time
It shall be
5
It shall be
determined
determined at
at a later
a later time
time
- 89 -
NUMBER OF
PARTICIPANTS
PARTICIPANTS
PERIOD
(DAY)
ACTIVITY
NO
537
NAME OF THE
EDUCATIONAL
ACTIVITY
30
20
NOTES
Those who are
determined by
General Directorate
of Technical
Education for Males
shall join
Those who are
determined by
General Directorate
of Technical
Education for Males
shall join
Annex4 Number of Students and Teachers in the Expansion Schools
Türk Dili
Kurum Türü
Anadolu Meslek Lisesi (ErkekTeknik)
Anadolu Teknik Lisesi
Endüstri Meslek Lisesi
Teknik Lise
㪜㫅㪾㫃㫀㫊㪿
㪫㫐㫇㪼㩷㫆㪽㩷㪪㪺㪿㫆㫆㫃
㪘㫅㪸㫋㫆㫃㫀㪸㩷㪭㫆㪺㪸㫋㫀㫆㫅㪸㫃㩷㪟㫀㪾㪿㩷㪪㪺㪿㫆㫆㫃
㪘㫅㪸㫋㫆㫃㫀㪸㩷㪫㪼㪺㪿㫅㫀㪺㪸㫃㩷㪟㫀㪾㪿㩷㪪㪺㪿㫆㫆㫃
㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪭㫆㪺㪸㫋㫀㫆㫅㪸㫃㩷㪟㫀㪾㪿㩷㪪㪺㪿㫆㫆㫃
㪫㪼㪺㪿㫅㫀㪺㪸㫃㩷㪟㫀㪾㪿㩷㪪㪺㪿㫆㫆㫃
Bölüm
Bilgisayar (Donanm)
Bilgisayar (Yazlm)
Bilgisayarl Numerk Kontrol (CNC)
Biliim Teknolojileri
Boya-Apre
Döküm
Döküm Teknolojisi (MEGEP)
Dokuma
Elektrik
Elektrik-Elektronik Teknolojisi (MEGEP)
Elektronik
Endüstriyel Elektronik
Endüstriyel Mekanik
Endüstriyel Otomasyon Teknolojileri (Elektronik)
Endüstriyel Otomasyon Teknolojileri (Mekanik)
Gemi Makinalar
Gda Teknolojisi
Güverte
naat Teknolojisi (MEGEP)
plik
Kimya
Konfeksiyon
Makina
Makina Ressaml
Makine Teknolojisi (MEGEP)
Matbaa
Metal Ileri
Metal Teknolojisi (MEGEP)
Mobilya ve Dekorasyon
Model
Motor
Otomotive Teknolojisi (MEGEP)
Plastik leme
Rayl Sistemler Tekrolojisi
Tekstil (Dokuma)
Tesisat Teknolojisi (Istma-Shhi Tesisat)
Tesviye
Yap
Yap Ressaml
㪛㪼㫇㪸㫉㫋㫄㪼㫅㫋
㪚㫆㫄㫇㫌㫋㪼㫉㩷㩿㪟㪸㫉㪻㫎㪸㫉㪼㪀
㪚㫆㫄㫇㫌㫋㪼㫉㩷㩿㪪㫆㪽㫋㫎㪸㫉㪼㪀
㪚㫆㫄㫇㫌㫋㪼㫉㫀㫑㪼㪻㩷㪥㫌㫄㪼㫉㫀㪺㪸㫃㩷㪚㫆㫅㫋㫉㫆㫃㩷㩿㪚㪥㪚㪀
㪠㫅㪽㫆㫉㫄㪸㫋㫀㫆㫅㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫀㪼㫊
㪪㫀㫑㫀㫅㪾
㪚㪸㫊㫋㫀㫅㪾㪆㪤㫆㫃㪻㫀㫅㪾
㪚㪸㫊㫋㫀㫅㪾㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㩿㪤㪜㪞㪜㪧㪀
㪮㪼㪸㫍㫀㫅㪾
㪜㫃㪼㪺㫋㫉㫀㪺㫀㫋㫐
㪜㫃㪼㪺㫋㫉㫀㪺㫀㫋㫐㪄㪜㫃㪼㪺㫋㫉㫆㫅㫀㪺㫊㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㩿㪤㪜㪞㪜㪧㪀
㪜㫃㪼㪺㫋㫉㫆㫅㫀㪺㫊
㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪜㫃㪼㪺㫋㫉㫆㫅㫀㪺㫊
㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪤㪼㪺㪿㪸㫅㫀㪺㫊
㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪘㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫀㪼㫊㩷㩿㪜㫃㪼㪺㫋㫉㫆㫅㫀㪺㫊㪀
㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪘㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫀㪼㫊㩷㩿㪤㪼㪺㪿㪸㫅㫀㪺㫊㪀
㪪㪿㫀㫇㩷㪜㫅㪾㫀㫅㪼㫊
㪝㫆㫆㪻㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐
㪛㪼㪺㫂㩷㩿㪛㪼㪺㫂㪿㪸㫅㪻㫊㪀
㪙㫌㫀㫃㪻㫀㫅㪾㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㩿㪤㪜㪞㪜㪧㪀
㪝㫀㪹㪼㫉㪆㪪㫋㫉㪸㫅㪻
㪚㪿㪼㫄㫀㫊㫋㫉㫐
㪩㪼㪸㪻㫐㪄㫄㪸㪻㪼㩷㪚㫃㫆㫋㪿㫀㫅㪾
㪤㪸㪺㪿㫀㫅㪼㫉㫐
㪤㪸㪺㪿㫀㫅㪼㩷㪛㫉㪸㫎㫀㫅㪾
㪤㪸㪺㪿㫀㫅㪼㫉㫐㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㩿㪤㪜㪞㪜㪧㪀
㪧㫉㫀㫅㫋㫀㫅㪾
㪤㪼㫋㪸㫃㩷㪮㫆㫉㫂㫊
㪤㪼㫋㪸㫃㩷㪫㪼㪺㪿㫄㫆㫃㫆㪾㫐㩷㩿㪤㪜㪞㪜㪧㪀
㪝㫌㫉㫅㫀㫋㫌㫉㪼㩷㪸㫅㪻㩷㪛㪼㪺㫆㫉㪸㫋㫀㫆㫅
㪤㫆㪻㪼㫃
㪤㫆㫋㫆㫉
㪘㫌㫋㫆㫄㫆㫋㫀㫍㪼㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㩿㪤㪜㪞㪜㪧㪀
㪧㫃㪸㫊㫋㫀㪺㩷㪧㫉㫆㪺㪼㫊㫊㫀㫅㪾
㪩㪸㫀㫃㫎㪸㫐㩷㪪㫐㫊㫋㪼㫄㫊㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐
㪫㪼㫏㫋㫀㫃㪼㩷㩿㪮㪼㪸㫍㫀㫅㪾㪀
㪠㫅㫊㫋㪸㫃㫃㪸㫋㫀㫆㫅㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㩿㪟㪼㪸㫋㫀㫅㪾㪄㪪㪸㫅㫀㫋㪸㫉㫐㩷㪠㫅㫊㫋㪸㫃㫃㪸㫋㫀㫆㫅㪀
㪙㪼㫅㪺㪿㫀㫅㪾
㪚㫆㫅㫊㫋㫉㫌㪺㫋㫀㫆㫅㩷㪛㫉㪸㫎㫀㫅㪾
Alan
AHAP TEKNOLOJS ALANI
BLGAYAR ALANI
BLM TEKNOLOJLER ALANI
DENZCLK ALANI
ELEKTRK-ELEKTRONK TEKNOLOJS ALANI
ENDÜSTRYEL OTOMASYON TEKNOLOJLER ALANI
GIDA TEKNOLOJS ALANI
GYM ÜRETM TEKNOLOJS ALANI
NAAT TEKNOLOJS ALANI
KMYA TEKNOLOJS ALANI
MAKNA TEKNOLOJS ALANI
MATBAA ALANI
METAL TEKNOLOJS ALANI
MOTORLU ARAÇLAR TEKNOLOJS ALANI
PLASTK TEKNOLOJS ALANI
RAYLI SSTEMLER TEKNOLOJS ALANI
TEKNOLOJLER ALANI
TEKSTL TEKNOLOJS ALANI
TESSAT TEKNOLOJS VE KLMLENDRME ALANI
㪝㫀㪼㫃㪻
㪝㫌㫉㫅㫀㫋㫌㫉㪼㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㪝㫀㪼㫃㪻
㪥㫆㫋㩷㫀㫅㪺㫃㫌㪻㪼㪻㩷㫀㫅㩷㫋㪿㪼㩷㫅㪼㫎㩷㪋㪉㩷㪽㫀㪼㫃㪻㫊
㪠㫅㪽㫆㫉㫄㪸㫋㫀㫆㫅㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫀㪼㫊㩷㪝㫀㪼㫃㪻
㪪㪼㪸㫄㪸㫅㫊㪿㫀㫇㩷㪝㫀㪼㫃㪻
㪜㫃㪼㪺㫋㫉㫀㪺㫀㫋㫐㪄㪜㫃㪼㪺㫋㫉㫆㫅㫀㪺㫊㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㪝㫀㪼㫃㪻
㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪘㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫀㪼㫊㩷㪝㫀㪼㫃㪻
㪝㫆㫆㪻㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㪝㫀㪼㫃㪻
㪚㫃㫆㫋㪿㫀㫅㪾㩷㪧㫉㫆㪻㫌㪺㫋㫀㫆㫅㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㪝㫀㪼㫃㪻
㪙㫌㫀㫃㪻㫀㫅㪾㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㪝㫀㪼㫃㪻
㪚㪿㪼㫄㫀㫊㫋㫉㫐㩷㪸㫅㪻㩷㪧㫉㫆㪺㪼㫊㫊㫀㫅㪾㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㪝㫀㪼㫃㪻
㪤㪸㪺㪿㫀㫅㪼㫉㫐㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㪝㫀㪼㫃㪻
㪧㫉㫀㫅㫋㫀㫅㪾㩷㪝㫀㪼㫃㪻
㪤㪼㫋㪸㫃㩷㪚㪸㫊㫋㫀㫅㪾㩷㪸㫅㪻㩷㪧㪸㫋㫋㪼㫉㫅㪄㪤㪸㫂㫀㫅㪾㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㪝㫀㪼㫃㪻
㪤㫆㫋㫆㫉㩷㪭㪼㪿㫀㪺㫃㪼㫊㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㪝㫀㪼㫃㪻
㪧㫃㪸㫊㫋㫀㪺㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㪝㫀㪼㫃㪻
㪩㪸㫀㫃㫎㪸㫐㩷㪪㫐㫊㫋㪼㫄㫊㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㪝㫀㪼㫃㪻
㪥㫆㫋㩷㫀㫅㪺㫃㫌㪻㪼㪻㩷㫀㫅㩷㫋㪿㪼㩷㫅㪼㫎㩷㪋㪉㩷㪽㫀㪼㫃㪻㫊
㪫㪼㫏㫋㫀㫃㪼㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐㩷㪝㫀㪼㫃㪻
㪜㫅㪼㫉㪾㫐㩷㪸㫅㪻㩷㪠㫅㫊㫋㪸㫃㫃㪸㫋㫀㫆㫅㩷㪝㫀㪼㫃㪻
- 90 -
Bran
Beden Eitimi
Bilgisayar
Biyoloji
Bes/Gda Tek.Ev Y.ve Bes.
Corafya
Din Kült. ve AhI.Bil.
EI Sanatlar/Dekoratif San
Elektrik
Elektronk/Telekomnkas.
Felsefe
Fzk
Ingilizce
Kimya
Makine Ressaml
Makine,Tesviye,Kalp
Matematik
Metal leri
Rehber Öretmen
Tarih
Tekstil
Türk Dili ve Edebiyati/Dil ve Anlatm/Türk Edebiyat
Yapi/Yapi Ressaml/Harita ve Kadastro
Türkçe
㪙㫉㪸㫅㪺㪿
㪪㫇㫆㫉㫋
㪚㫆㫄㫇㫌㫋㪼㫉
㪙㫀㫆㫃㫆㪾㫐
㪥㫌㫋㫉㫀㫋㫀㫆㫅㪆㪝㫆㫆㪻㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫐
㪞㪼㫆㪾㫉㪸㫇㪿㫐
㪩㪼㫃㫀㪾㫀㫆㫌㫊㩷㪸㫅㪻㩷㪤㫆㫉㪸㫃㩷
㪟㪸㫅㪻㪺㫉㪸㪽㫋㪆㪛㪼㪺㭧㫉㪸㫋㫀㫍㪼㩷㪘㫉㫋㫊
㪜㫃㪼㪺㫋㫉㫀㪺㫀㫋㫐
㪜㫃㪼㪺㫋㫉㫆㫅㫀㪺㫊㩷㪸㫅㪻㩷㪫㪼㫃㪼㪺㫆㫄㫄㫌㫅㫀㪺㪸㫋㫀㫆㫅
㪧㪿㫀㫃㫆㫊㫆㫇㪿㫐
㪧㪿㫐㫊㫀㪺㫊
㪜㫅㪾㫃㫀㫊㪿
㪚㪿㪼㫄㫀㫊㫋㫉㫐
㪤㪸㪺㪿㫀㫅㪼㩷㪛㫉㪸㫎㫀㫅㪾
㪤㪸㪺㪿㫀㫅㪼㪃㩷㪙㪼㫅㪺㪿㫀㫅㪾㪃㩷㪤㫆㫌㫃㪻㫀㫅㪾
㪤㪸㫋㪿㪼㫄㪸㫋㫀㪺㫊
㪤㪼㫋㪸㫃㩷㪮㫆㫉㫂㫊
㪝㫌㫉㫅㫀㫋㫌㫉㪼㩷㪸㫅㪻㩷㪛㪼㪺㫆㫉㪸㫋㫀㫆㫅
㪞㫌㫀㪻㪸㫅㪺㪼㩷㪫㪼㪸㪺㪿㪼㫉
㪟㫀㫊㫋㫆㫉㫐
㪫㪼㫏㫋㫀㫃㪼
㪫㫌㫉㫂㫀㫊㪿㩷㪣㪸㫅㪾㫌㪸㪾㪼㩷㪸㫅㪻㩷㪣㫀㫋㪼㫉㪸㫋㫌㫉㪼
㪚㫆㫅㫊㫋㫉㫌㪺㫋㫀㫆㫅㪆㪚㫆㫅㫊㫋㫉㫌㪺㫋㫀㫆㫅㩷㪛㫉㪸㫎㫀㫅㪾㪆㪚㪸㪻㪸㫊㫋㫉㪼
㪫㫌㫉㫂㫀㫊㪿
- 91 -
Annex4-1
㪘㪛㪘㪥㪘㩷㪤㪜㪩㪢㪜㪱㩷㪜㪤㪣
Kurum Bünyesindeki Okullar ve Örenci Saylar (01.11.2006)
Kurum Türü
㪜㫉㫂㪼㫂㩷
㪈 Anadolu Meslek Lisesi (ErkekTeknik)
㪌㪋
㪉 Anadolu Teknik Lisesi
㪈㪍㪌
㪊 Endüstri Meslek Lisesi
㪈㪃㪋㪇㪉
㪋 Teknik Lise
㪈㪏㪏
Total
㪈㪃㪏㪇㪐
Kurum Bünyesindeki Okullarn Bdlümleri ve Örenci Saylar (01.11.2006)
Kurum Türü
㪙㬬㫃㬲㫄
㪪㭧㫅㭧㪽㩷㪜㫉㫂㪼㫂㩷
Elektrik
㪈㪇
㪉㪉
Elektrik
㪈㪈
㪈㪍
Elektrik
㪈㪉
㪈㪈
㪈㪇
㪉㪊
㪈㪇
㪈㪈
Otomatik Kumanda
㪈㪇
㪉㪋
Otomatik Kumanda
㪈㪈
㪈㪇
Otomatik Kumanda
㪈㪉
㪎
Bilgisayar (Donanm)
㪈㪇
㪉
Bilgisayar (Donanm)
㪈㪈
㪋㪈
Dokuma
㪈㪇
㪌
Dokuma
㪈㪈
㪋㪈
Elektrik
㪈㪇
㪌
Elektrik
㪈㪈
㪎㪈
Elektronik
㪈㪇
㪉
Elektronik
㪈㪈
㪏㪉
plik
㪈㪇
㪈
plik
㪈㪈
㪋㪏
Makina Ressaml
㪈㪇
㪍
Makina Ressaml
㪈㪈
㪊㪋
Metal Ileri
㪈㪇
㪈㪊
Metal Ileri
㪈㪈
㪎㪈
㪈㪇
㪉
㪈㪈
㪉㪍
Tesviye
㪈㪇
㪎
Tesviye
㪈㪈
㪐㪊
Teknik Lise
Bilgisayar (Donanm)
㪈㪉
㪈㪉
㪈㪈
㪉㪎
㪈㪉
㪉㪎
Elektrik
㪈㪈
㪈㪎
Elektrik
㪈㪉
㪈㪉
Elektronik
㪈㪈
㪉㪉
Elektronik
㪈㪉
㪈㪐
Kurum Bünyesindeki Okullarn Alanlar ve Örenci Saylar (01.11.2006)
Kurum Türü
㪘㫃㪸㫅
㪐
㪌㪋
㪐
㪋㪈
㪈㪇
㪉㪇
㪈㪇
㪌㪉
㪈㪇
㪋㪌
㪈㪇
㪈㪎
㪈㪇
㪈㪋
Teknik Lise
㪈㪇
㪊㪇
㪈㪇
㪉㪉
㪪㭧㫉㪸
- 92 -
㪢㭧㫑㩷
㪉
㪉㪋
㪈㪏㪋
㪈㪎
㪉㪉㪎
㪫㫆㫇㫃㪸㫄
㪌㪍
㪈㪏㪐
㪈㪃㪌㪏㪍
㪉㪇㪌
㪉㪃㪇㪊㪍
㪢㭧㫑㩷㪫㫆㫇㫃㪸㫄
㪈
㪉㪊
㪈
㪈㪎
㪇
㪈㪈
㪉
㪉㪌
㪈
㪈㪉
㪋
㪉㪏
㪐
㪈㪐
㪋
㪈㪈
㪇
㪉
㪍
㪋㪎
㪇
㪌
㪉㪊
㪍㪋
㪇
㪌
㪉
㪎㪊
㪉
㪋
㪋
㪏㪍
㪉
㪊
㪈㪍
㪍㪋
㪈
㪎
㪉㪏
㪍㪉
㪇
㪈㪊
㪇
㪎㪈
㪇
㪉
㪇
㪉㪍
㪇
㪎
㪇
㪐㪊
㪊
㪈㪌
㪈
㪉㪏
㪈
㪉㪏
㪇
㪈㪎
㪇
㪈㪉
㪍
㪉㪏
㪈
㪉㪇
㪢㭧㫑㩷
㪉
㪉
㪇
㪐
㪌
㪇
㪈㪏
㪊
㪉
㪫㫆㫇㫃㪸㫄
㪌㪍
㪋㪊
㪉㪇
㪍㪈
㪌㪇
㪈㪎
㪊㪉
㪊㪊
㪉㪋
Personel Bilgileri (01.11.2006)
Bran
㪘㫃㫄㪸㫅㪺㪸
Beden Eitimi
Bilgisayar
Biyoloji
Corafya
Döküm/Endüstriyel Döküm
Elektrik
Felsefe
Fzk
Ingilizce
Kimya
Makine Ressaml
Makine,Tesviye,Kalp
Matematik
Metal leri
Model
Rehber Öretmen
Sosyal Bilgiler
Tarih
Tekstil
㪜㫉㫂㪼㫂㩷
㪈
㪈
㪊
㪉
㪈
㪈
㪈㪇
㪏
㪈
㪊
㪋
㪈
㪎
㪉㪊
㪋
㪏
㪌
㪊
㪈
㪈
㪈㪌
㪊
㪈㪇㪍
- 93 -
㪢㭧㫑㩷
㪈
㪈
㪈
㪈
㪊
㪉
㪈
㪊
㪉
㪌
㪈
㪈
㪉
㪉
㪌
㪊㪈
㪫㫆㫇㫃㪸㫄
㪈
㪈
㪊
㪊
㪈
㪉
㪈
㪈㪈
㪈㪈
㪈
㪌
㪌
㪋
㪐
㪉㪊
㪐
㪏
㪌
㪊
㪈
㪉
㪊
㪈㪎
㪏
㪈㪊㪎
Annex4-2
㪘㪝㪰㪦㪥㪢㪘㪩㪘㪟㪠㪪㪘㪩㩷㪞㪘㪱㪠㩷㪜㪤㪣
Kurum Türü
㪪㭧㫉㪸
㪜㫉㫂㪼㫂㩷
㪌㪏
㪈㪇㪌
㪎㪌㪌
㪋 Teknik Lise
㪋㪈
Total
㪐㪌㪐
Kurum Türü
㪙㬬㫃㬲㫄
Bilgisayar (Yazlm)
㪈㪇
㪌㪊
Bilgisayar (Yazlm)
㪈㪈
㪉㪌
Bilgisayar (Yazlm)
㪈㪈
㪋㪌
㪈㪈
㪏㪍
Elektronik
Gda Teknolojisi
㪈㪈
㪉㪍
Kimya
㪈㪈
㪊㪉
㪈㪈
㪊㪌
㪈㪈
㪌㪌
Teknik Lise
Bilgisayar (Yazlm)
㪈㪈
㪈㪎
Kurum Türü
㪘㫃㪸㫅
㪐
㪌㪏
㪐
㪉㪎
㪈㪇
㪈㪏
㪈㪇
㪉㪎
㪈㪇
㪍㪉
GIDA TEKNOLOJS ALANI
㪈㪇
㪉㪌
㪈㪇
㪈㪉
㪈㪇
㪈㪍
㪈㪇
㪉㪋
Teknik Lise
Bran
㪜㫉㫂㪼㫂㩷
Beden Eitimi
㪈
Bilgisayar
㪎
Biyoloji
㪉
Corafya
㪉
㪉
㪈
Elektrik
㪍
Felsefe
㪈
Fen Bilgisi/Fen ve Teknoloji
㪉
Fzk
㪊
㪊
Ingilizce
Kimya
㪈
Matematik
㪌
㪋
Rehber Öretmen
㪈
Tarih
㪊
Tesisat Teknolojisi
㪌
㪈
Türkçe
㪌㪇
- 94 -
㪉
㪍㪇
㪈㪋
㪈㪈㪐
㪊㪋
㪎㪏㪐
㪍
㪋㪎
㪌㪍
㪈㪃㪇㪈㪌
㪎
㪍㪇
㪋
㪉㪐
㪈㪇
㪌㪌
㪇
㪏㪍
㪊
㪉㪐
㪊
㪊㪌
㪇
㪊㪌
㪇
㪌㪌
㪋
㪉㪈
㪉
㪍㪇
㪊
㪊㪇
㪇
㪈㪏
㪊
㪊㪇
㪇
㪍㪉
㪉
㪉㪎
㪈
㪈㪊
㪇
㪈㪍
㪉
㪉㪍
㪢㭧㫑㩷
㪈
㪈
㪊
㪉
㪈
㪉
㪈
㪈㪈
㪫㫆㫇㫃㪸㫄
㪈
㪈
㪏
㪉
㪉
㪉
㪈
㪍
㪈
㪉
㪊
㪊
㪋
㪎
㪋
㪉
㪊
㪌
㪊
㪈
㪍㪈
Annex4-3
㪘㪥㪢㪘㪩㪘㩷㪠㪪㪢㪠㪫㪣㪜㪩㩷㪜㪤㪣
Kurum Türü
㪜㫉㫂㪼㫂㩷㪢㭧㫑㩷
㪉㪇㪇
㪐
㪌㪋
㪉
㪈㪃㪉㪌㪐
㪉㪋
㪋 Teknik Lise
㪉㪇㪋
㪊
Total
㪈㪃㪎㪈㪎
㪊㪏
Kurum Türü
㪙㬬㫃㬲㫄
㪪㭧㫅㭧㪽㩷㪜㫉㫂㪼㫂㩷㪢㭧㫑㩷
Bilgisayar (Donanm)
㪈㪇
㪌㪈
㪍
㪈㪇
㪉㪏
㪉
㪈㪇
㪉㪍
㪇
Dokuma
㪈㪈
㪈㪇
㪉
㪈㪇
㪈㪍
㪇
Elektrik
Elektrik
㪈㪈
㪈㪉㪊
㪇
Elektronik
㪈㪇
㪈㪌
㪈
Elektronik
㪈㪈
㪎㪐
㪈
Makina Ressaml
㪈㪇
㪏
㪈
Makina Ressaml
㪈㪈
㪎㪌
㪈
Metal Ileri
㪈㪇
㪈㪌
㪇
Metal Ileri
㪈㪈
㪌㪇
㪇
㪈㪇
㪐
㪇
㪈㪈
㪋㪏
㪇
Tesviye
㪈㪇
㪈㪇
㪇
Tesviye
㪈㪈
㪏㪏
㪇
Yap Ressaml
㪈㪈
㪌㪌
㪋
Teknik Lise
Elektrik
㪈㪈
㪉㪎
㪇
Elektrik
㪈㪉
㪈㪊
㪇
Elektronik
㪈㪈
㪊㪋
㪇
Elektronik
㪈㪉
㪈㪎
㪇
Makina Ressaml
㪈㪈
㪉㪈
㪇
Makina Ressaml
㪈㪉
㪏
㪇
Yap Ressaml
㪈㪈
㪉㪈
㪊
Yap Ressaml
㪈㪉
㪈㪇
㪇
Kurum Türü
㪘㫃㪸㫅
㪐
㪍㪇
㪇
㪐
㪉㪐
㪇
㪐
㪍㪇
㪊
㪪㭧㫉㪸
Teknik Lise
- 95 -
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪎
㪊㪇
㪉㪎
㪉㪎
㪈㪐
㪉㪏
㪈㪋
㪈㪈
㪇
㪇
㪋
㪈
㪇
㪇
㪇
㪇
㪫㫆㫇㫃㪸㫄
㪉㪇㪐
㪌㪍
㪈㪃㪉㪏㪊
㪉㪇㪎
㪈㪃㪎㪌㪌
㪫㫆㫇㫃㪸㫄
㪌㪎
㪊㪇
㪉㪍
㪈㪉
㪈㪍
㪈㪉㪊
㪈㪍
㪏㪇
㪐
㪎㪍
㪈㪌
㪌㪇
㪐
㪋㪏
㪈㪇
㪏㪏
㪌㪐
㪉㪎
㪈㪊
㪊㪋
㪈㪎
㪉㪈
㪏
㪉㪋
㪈㪇
㪫㫆㫇㫃㪸㫄
㪍㪇
㪉㪐
㪍㪊
㪈㪎
㪊㪇
㪊㪈
㪉㪏
㪈㪐
㪉㪏
㪈㪋
㪈㪈
Bran
Beden Eitimi
Bilgisayar
Biyoloji
Corafya
EI Sanatlar/Dekoratif San
Elektrik
Felsefe
Fzk
Ingilizce
Kimya
Makine Ressaml
Makine,Tesviye,Kalp
Matematik
Metal leri
Rehber Öretmen
Tarih
Tekstil
- 96 -
㪉
㪊
㪈
㪊
㪈
㪉
㪈
㪈㪊
㪈㪇
㪈
㪉
㪋
㪉
㪊
㪉
㪉
㪊
㪈㪋
㪈㪈
㪊
㪌
㪈㪉
㪏
㪉
㪈
㪉
㪉
㪈
㪈
㪍
㪈㪈
㪋
㪈㪇㪋
㪊㪋
㪫㫆㫇㫃㪸㫄
㪉
㪋
㪊
㪈
㪉
㪈
㪈㪊
㪈㪇
㪊
㪍
㪌
㪌
㪈㪋
㪈㪈
㪏
㪈㪉
㪏
㪊
㪋
㪈
㪎
㪈㪌
㪈㪊㪏
Annex4-4
㪘㪥㪫㪘㪣㪰㪘㩷㪤㪜㪩㪢㪜㪱㩷㪜㪤㪣㩷
Kurum Türü
㪉㪏㪍
㪌
㪈㪋㪍
㪋㪇
㪈㪃㪊㪎㪇㪈㪈㪊
㪋 Teknik Lise
㪈㪌㪌
㪏
Total
㪈㪃㪐㪌㪎㪈㪍㪍
Kurum Türü
㪙㬬㫃㬲㫄
Gemi Makinalar
㪈㪇
㪊㪌
㪇
Gemi Makinalar
㪈㪈
㪉㪊
㪇
Güverte
㪈㪇
㪊㪌
㪉
Güverte
㪈㪈
㪉㪎
㪈
Bilgisayar (Donanm)
㪈㪇
㪋㪍
㪈㪊
Bilgisayar (Donanm)
㪈㪈
㪉㪐
㪋
Bilgisayar (Donanm)
㪈㪉
㪍
㪍
㪐
㪉㪎
㪐
㪈㪇
㪈㪐
㪈
㪈㪇
㪈㪍
㪊
Bilgisayar (Donanm)
㪈㪈
㪊㪏
㪈㪈
Elektrik
㪈㪈
㪈㪊㪊
㪇
㪈㪈
㪊㪉
㪊
Elektronik
㪈㪈
㪎㪋
㪊
naat Teknolojisi (MEGEP)
㪈㪈
㪋㪇
㪊
Metal Ileri
㪈㪈
㪏㪊
㪇
㪈㪈
㪋㪊
㪇
Motor
㪈㪈
㪈㪊㪉
㪇
Tesviye
㪈㪈
㪍㪏
㪇
Yap
㪈㪈
㪉㪐
㪇
Yap Ressaml
㪈㪈
㪈㪍
㪉㪊
Teknik Lise
Bilgisayar (Donanm)
㪈㪈
㪉㪐
㪋
Bilgisayar (Donanm)
㪈㪉
㪉㪉
㪇
㪈㪇
㪉㪈
㪊
Elektronik
㪈㪇
㪉㪊
㪇
Elektronik
㪈㪈
㪊㪈
㪇
Elektronik
㪈㪉
㪉㪐
㪈
Kurum Türü
㪘㫃㪸㫅
㪈㪇
㪈
㪇
DENZCLK ALANI
㪈㪇
㪊
㪇
㪐
㪋㪍
㪈
DENZCLK ALANI
㪐
㪋㪏
㪈
BLGAYAR ALANI
㪈㪇
㪊
㪊
BLGAYAR ALANI
㪈㪈
㪇
㪈
㪐
㪉㪎
㪐
㪈㪇
㪈㪍
㪈
㪈㪇
㪉㪋
㪊
㪈㪇
㪍㪉
㪈
㪈㪇
㪉㪍
㪍
㪈㪇
㪉㪊
㪌
㪈㪇
㪊㪊
㪇
Teknik Lise
㪈㪇
㪉㪈
㪊
㪈㪇
㪉㪊
㪇
㪈㪈
㪉㪐
㪋
㪈㪈
㪊㪈
㪇
㪈㪉
㪉㪉
㪇
㪈㪉
㪉㪐
㪈
㪪㭧㫉㪸
- 97 -
㪫㫆㫇㫃㪸㫄
㪉㪐㪈
㪈㪏㪍
㪈㪃㪋㪏㪊
㪈㪍㪊
㪉㪃㪈㪉㪊
㪫㫆㫇㫃㪸㫄
㪊㪌
㪉㪊
㪊㪎
㪉㪏
㪌㪐
㪊㪊
㪈㪉
㪊㪍
㪉㪇
㪈㪐
㪋㪐
㪈㪊㪊
㪊㪌
㪎㪎
㪋㪊
㪏㪊
㪋㪊
㪈㪊㪉
㪍㪏
㪉㪐
㪊㪐
㪊㪊
㪉㪉
㪉㪋
㪉㪊
㪊㪈
㪊㪇
㪫㫆㫇㫃㪸㫄
㪈
㪊
㪋㪎
㪋㪐
㪍
㪈
㪊㪍
㪈㪎
㪉㪎
㪍㪊
㪊㪉
㪉㪏
㪊㪊
㪉㪋
㪉㪊
㪊㪊
㪊㪈
㪉㪉
㪊㪇
Bran
Beden Eitimi
Bilgisayar
Biyoloji
Corafya
Elektrik
Felsefe
Fzk
Güverte
lköetim Matematik Ör.
Ingilizce
Kimya
Makine,Tesviye,Kalp
Matematik
Metal leri
Motor
Rehber Öretmen
Sosyal Bilgiler
Tarih
Türkçe
㪜㫉㫂㪼㫂㩷
㪉
㪍
㪉
㪉
㪈㪈
㪈㪈
㪉
㪉
㪉
㪉
㪈
㪈
㪐
㪋
㪐
㪍
㪈㪋
㪈
㪈
㪋
㪈
㪍
㪐㪐
- 98 -
㪢㭧㫑㩷
㪉
㪈
㪉
㪉
㪉
㪈
㪊
㪈
㪋
㪉
㪌
㪈
㪊
㪈
㪐
㪈
㪊
㪋㪊
㪫㫆㫇㫃㪸㫄
㪋
㪎
㪋
㪉
㪉
㪈㪊
㪈㪈
㪊
㪉
㪌
㪉
㪈
㪌
㪊
㪐
㪐
㪐
㪍
㪈㪌
㪋
㪉
㪋
㪈㪇
㪈
㪐
㪈㪋㪉
Annex4-5
㪙㪬㪩㪪㪘㩷㪘㪣㪠㩷㪦㪪㪤㪘㪥㩷㪪㪦㪥㪤㪜㪱
Kurum Türü
㪪㭧㫉㪸
㪜㫉㫂㪼㫂㩷
㪌㪍
㪌㪋㪐
㪈㪃㪍㪌㪇
㪋 Teknik Lise
㪉㪎㪍
Total
㪉㪃㪌㪊㪈
Kurum Türü
㪙㬬㫃㬲㫄
Bilgisayar (Yazlm)
㪈㪇
㪉㪈
Bilgisayar (Yazlm)
㪈㪈
㪉㪊
㪈㪇
㪉㪇
Elektrik
㪈㪇
㪉㪏
Elektrik
㪈㪈
㪊㪌
Elektronik
㪈㪇
㪉㪎
Elektronik
㪈㪈
㪊㪇
Makina
㪈㪇
㪉㪇
Makina
㪈㪈
㪊㪈
Tekstil (Dokuma)
㪈㪇
㪏
Tekstil (Dokuma)
㪈㪈
㪈㪈
Bilgisayar (Yazlm)
㪈㪈
㪌㪇
Boya-Apre
㪈㪈
㪍㪈
Dokuma
㪈㪈
㪈㪇㪎
Elektrik
㪈㪈
㪈㪉㪊
㪈㪈
㪌㪍
Elektronik
㪈㪈
㪈㪊㪉
plik
㪈㪈
㪋㪏
Konfeksiyon
㪈㪈
㪌㪌
㪈㪈
㪌㪌
Tesviye
㪈㪈
㪈㪊㪐
Teknik Lise
Bilgisayar (Yazlm)
㪈㪈
㪈㪊
Bilgisayar (Yazlm)
㪈㪉
㪎
Boya-Apre
㪈㪈
㪊
Boya-Apre
㪈㪉
㪋
Dokuma
㪈㪈
㪈㪏
Dokuma
㪈㪉
㪎
Elektrik
㪈㪈
㪈㪏
Elektrik
㪈㪉
㪈㪌
Elektronik
㪈㪈
㪉㪍
Elektronik
㪈㪉
㪈㪏
plik
㪈㪈
㪌
plik
㪈㪉
㪈㪈
Konfeksiyon
㪈㪈
㪊
Konfeksiyon
㪈㪉
㪋
Makina
㪈㪈
㪉㪍
Makina
㪈㪉
㪉㪈
Kurum Türü
㪘㫃㪸㫅
㪌㪍
ENDÜSTRYEL OTOMASYON TEKNOLOJLER ALANI 㪐
Teknik Lise
ELEKTRK-ELEKTRONK TEKNOLOJS
- 99 -
ALANI
ALANI
ALANI
ALANI
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪐
㪐
㪐
㪐
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪋㪊
㪌㪈
㪊㪇
㪏
㪋㪋
㪎㪇
㪊㪍
㪈㪊
㪋㪌
㪈㪈㪋
㪉㪇
㪏㪎
㪋㪎
㪐
㪋㪈
㪇
㪉㪋
㪊
㪋
㪍㪇
㪈㪋㪍
㪍㪐㪌
㪋㪌㪉㪉㪃㪈㪇㪉
㪈㪏㪇
㪋㪌㪍
㪎㪏㪉㪊㪃㪊㪈㪊
㪍
㪉㪎
㪈㪇
㪊㪊
㪏
㪉㪏
㪇
㪉㪏
㪇
㪊㪌
㪇
㪉㪎
㪇
㪊㪇
㪈
㪉㪈
㪇
㪊㪈
㪉㪊
㪊㪈
㪈㪍
㪉㪎
㪊㪈
㪏㪈
㪌㪌
㪈㪈㪍
㪏
㪈㪈㪌
㪇
㪈㪉㪊
㪉
㪌㪏
㪉
㪈㪊㪋
㪉㪌
㪎㪊
㪌㪍
㪈㪈㪈
㪈
㪌㪍
㪇
㪈㪊㪐
㪈㪇
㪉㪊
㪇
㪎
㪉㪉
㪉㪌
㪈㪌
㪈㪐
㪈㪈
㪉㪐
㪊
㪈㪇
㪈
㪈㪐
㪇
㪈㪌
㪈
㪉㪎
㪉
㪉㪇
㪈㪋
㪈㪐
㪉
㪈㪊
㪉㪉
㪉㪌
㪈㪍
㪉㪇
㪇
㪉㪍
㪇
㪉㪈
㪋
㪍㪇
㪈㪍
㪈
㪇
㪉㪇
㪉㪈
㪊
㪉
㪈㪐
㪉㪏
㪉
㪊㪈
㪇
㪋㪉
㪈㪋
㪌
㪈㪍
㪇
㪉㪍
㪌㪐
㪌㪉
㪊㪇
㪉㪏
㪍㪌
㪎㪊
㪊㪏
㪊㪉
㪎㪊
㪈㪈㪍
㪌㪈
㪏㪎
㪏㪐
㪉㪊
㪋㪍
㪈㪍
㪉㪋
㪉㪐
Bran
Beden Eitimi
Bilgisayar
Biyoloji
Corafya
Elektrik
Felsefe
Fzk
Fransizca
Giyim/Hazir Giyim/Moda Tas.
Ingilizce
Kimya
Makine,Tesviye,Kalp
Matematik
Okul Öncesi/çoc. Gel. E. Ö.
Rehber Öretmen
Tarih
Tekstil
- 100 -
㪜㫉㫂㪼㫂㩷
㪊
㪋
㪈
㪈
㪊
㪈㪍
㪍
㪌
㪈
㪈
㪉
㪉
㪈㪋
㪍
㪈
㪉
㪈㪎
㪋
㪏㪐
㪈
㪋
㪊
㪎
㪋
㪌
㪈
㪊
㪈
㪈㪎
㪉
㪏
㪉
㪉
㪋
㪐
㪈
㪈㪌
㪈㪍
㪐
㪈㪈
㪌
㪎
㪈
㪈㪌
㪎
㪈㪊
㪈
㪈
㪈
㪊
㪌
㪈㪌
㪊㪉
㪏
㪈㪉
㪏㪈
㪈㪎㪇
Annex4-6
DENZL EHT ÖRETMEN YUSUF BATUR
Kurum Türü
㪪㭧㫉㪸
㪋 Teknik Lise
Total
Kurum Türü
㪙㬬㫃㬲㫄
㪪㭧㫅㭧㪽㩷
Elektrik
㪈㪇
Elektrik
㪈㪈
Elektrik
㪈㪉
Bilgisayar (Yazlm)
㪈㪈
Elektrik
㪈㪈
㪈㪈
Elektronik
㪈㪈
Metal Ileri
㪈㪈
㪈㪈
Motor
㪈㪈
Otomotive Teknolojisi (MEGEP)
㪈㪈
Tesviye
㪈㪈
Yapi
㪈㪈
Yap Ressaml
㪈㪈
Teknik Lise
Elektrik
㪈㪉
Makina
㪈㪈
Kurum Türü
㪘㫃㪸㫅
㪪㭧㫅㭧㪽㩷
Teknik Lise
- 101 -
㪈㪇
㪐
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪈
㪈㪈
㪈㪇
㪈㪇
㪜㫉㫂㪼㫂㩷
㪌㪏
㪈㪈㪈
㪈㪃㪐㪍㪍
㪎㪈
㪉㪃㪉㪇㪍
㪈
㪌㪐
㪈㪈㪈㪉
㪈㪐㪈㪃㪐㪏㪌
㪇
㪎㪈
㪉㪈㪉㪃㪉㪉㪎
㪜㫉㫂㪼㫂㩷
㪉㪈
㪉㪏
㪋
㪋㪊
㪎㪉
㪍㪊
㪌㪈
㪋㪎
㪎㪎
㪌㪌
㪋㪊
㪊㪐
㪈㪐
㪊㪎
㪈㪍
㪈㪉
㪇
㪉㪈
㪇
㪉㪏
㪇
㪋
㪋
㪋㪎
㪇
㪎㪉
㪇
㪍㪊
㪇
㪌㪈
㪇
㪋㪎
㪇
㪎㪎
㪇
㪌㪌
㪇
㪋㪊
㪇
㪊㪐
㪇
㪈㪐
㪐
㪋㪍
㪇
㪈㪍
㪇
㪈㪉
㪜㫉㫂㪼㫂㩷
㪌㪏
㪈
㪌㪐
㪉㪌
㪊㪉
㪊㪋
㪌㪈
㪈㪇㪉
㪊㪌
㪊㪐
㪉㪎
㪊㪏
㪍㪊
㪋㪊
㪉㪇
㪉㪊
㪈
㪈
㪇
㪉
㪇
㪉
㪇
㪇
㪇
㪇
㪇
㪇
㪇
㪉㪍
㪊㪊
㪊㪋
㪌㪊
㪈㪇㪉
㪊㪎
㪊㪐
㪉㪎
㪊㪏
㪍㪊
㪋㪊
㪉㪇
㪉㪊
Bran
Beden Eitimi
Bilgisayar
Biyoloji
Corafya
Elektrik
Felsefe
Fzk
Ingilizce
Kimya
Makine,Tesviye,Kalp
Matematik
Metal leri
Motor
Rehber Öretmen
Tarih
- 102 -
㪜㫉㫂㪼㫂㩷
㪈
㪋
㪊
㪈
㪈㪋
㪌
㪈
㪋
㪈
㪈
㪐
㪌
㪌
㪐
㪈㪇
㪉
㪊
㪊
㪈㪈
㪐㪉
㪈
㪉
㪈
㪌
㪋
㪋
㪈
㪋
㪈
㪈
㪈㪌
㪈
㪍
㪈
㪋
㪌
㪍
㪉
㪊
㪐
㪌
㪈㪇
㪌
㪐
㪈㪇
㪉
㪊
㪍
㪏
㪏
㪈㪈
㪊㪉㪈㪉㪈
Annex4-7
ERZURUM ATATÜRK EML
Kurum Türü
㪜㫉㫂㪼㫂㩷
㪌㪊
㪊㪋㪈
㪋㪎㪌
㪋 Teknik Lise
㪋㪍
Total
㪐㪈㪌
Kurum Türü
㪙㬬㫃㬲㫄
Bilgisayar (Yazlm)
㪈㪇
㪉㪈
Bilgisayar (Yazlm)
㪈㪈
㪉㪊
Bilgisayar (Yazlm)
㪈㪉
㪈㪇
㪈㪇
㪊㪏
Elektronik
㪈㪇
㪈㪐
Elektronik
㪈㪈
㪉㪎
Elektronik
㪈㪉
㪍
Bilgisayar (Yazlm)
㪈㪈
㪉㪋
Elektrik
㪈㪈
㪉㪍
Elektronik
㪈㪈
㪉㪎
Kimya
㪈㪈
㪈㪍
㪈㪈
㪈㪈
Motor
㪈㪈
㪈㪐
㪈㪈
㪐
Teknik Lise
Bilgisayar (Yazlm)
㪈㪈
㪉㪈
Bilgisayar (Yazlm)
㪈㪉
㪏
Kurum Türü
㪘㫃㪸㫅
㪌㪊
㪪㭧㫉㪸
Teknik Lise
Bran
Beden Eitimi
Bilgisayar
Biyoloji
Corafya
Elektrik
Felsefe
Fzk
Ingilizce
Kimya
Makine,Tesviye,Kalp
Matematik
Motor
Rehber Öretmen
Tarih
Tesisat Teknolojisi
Türkçe
- 103 -
㪈㪇
㪈㪇
㪐
㪐
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪍㪋
㪉㪎
㪎㪏
㪊㪇
㪉㪐
㪋㪌
㪈㪈
㪈㪎
㪜㫉㫂㪼㫂㩷
㪈
㪐
㪈
㪈
㪌
㪍
㪈
㪈
㪉
㪌
㪉
㪈
㪊
㪉
㪋
㪉
㪋
㪈
㪉
㪊
㪉
㪌㪏
㪍
㪌㪐
㪉㪇
㪊㪍㪈
㪍
㪋㪏㪈
㪋
㪌㪇
㪊㪍
㪐㪌㪈
㪊
㪉㪋
㪈
㪉㪋
㪇
㪈㪇
㪋
㪋㪉
㪇
㪈㪐
㪇
㪉㪎
㪇
㪍
㪇
㪉㪋
㪇
㪉㪍
㪇
㪉㪎
㪇
㪈㪍
㪇
㪈㪈
㪇
㪈㪐
㪇
㪐
㪇
㪉㪈
㪉
㪈㪇
㪍
㪌㪐
㪋
㪇
㪍
㪇
㪈
㪈
㪇
㪉
㪍㪏
㪉㪎
㪏㪋
㪊㪇
㪊㪇
㪋㪍
㪈㪈
㪈㪐
㪈
㪐
㪉
㪊
㪉
㪉
㪈
㪌
㪍
㪈
㪈
㪈
㪊
㪌
㪋
㪍
㪈
㪊
㪍
㪈
㪊
㪋
㪉
㪋
㪈
㪉
㪋
㪊
㪉
㪈㪌
㪎㪊
Annex4-8
ESKEHR ATATÜRK EML
㪪㭧㫉㪸
㪜㫉㫂㪼㫂㩷㪢㭧㫑㩷㪫㫆㫇㫃㪸㫄
Kurum Türü
㪉㪌㪇
㪉㪊
㪉㪎㪊
㪈㪌㪏
㪊
㪈㪍㪈
㪈㪃㪐㪊㪇㪈㪍㪍㪉㪃㪇㪐㪍
㪋 Teknik Lise
㪊㪇㪊
㪋㪇
㪊㪋㪊
Total
㪉㪃㪍㪋㪈㪉㪊㪉㪉㪃㪏㪎㪊
㪙㬬㫃㬲㫄
㪪㭧㫅㭧㪽㩷㪜㫉㫂㪼㫂㩷㪢㭧㫑㩷㪫㫆㫇㫃㪸㫄
Kurum Türü
㪈㪈
㪉㪎
㪉
㪉㪐
㪐
㪊㪈
㪌
㪊㪍
㪐
㪊㪉
㪇
㪊㪉
Makina
㪐
㪉㪍
㪌
㪊㪈
Rayl Sistemler Tekrolojisi
㪐
㪉㪎
㪊
㪊㪇
Motor
㪈㪈
㪊㪉
㪇
㪊㪉
Motor
㪐
㪊㪋
㪇
㪊㪋
Bilgisayar (Donanm)
㪈㪈
㪉㪍
㪈㪌
㪋㪈
Döküm
㪈㪈
㪉㪌
㪇
㪉㪌
Döküm Teknolojisi (MEGEP)
㪈㪈
㪈㪐
㪇
㪈㪐
Elektrik
㪈㪈
㪈㪉㪏
㪇
㪈㪉㪏
Makina Ressaml
㪈㪈
㪋㪋
㪉㪊
㪍㪎
㪈㪈
㪊㪉
㪋
㪊㪍
Matbaa
㪈㪈
㪉㪊
㪐
㪊㪉
Metal Ileri
㪈㪈
㪐㪉
㪇
㪐㪉
㪈㪈
㪊㪈
㪇
㪊㪈
㪈㪈
㪍㪇
㪇
㪍㪇
Model
㪈㪈
㪌㪌
㪋
㪌㪐
Motor
㪈㪈
㪊㪇㪎
㪇
㪊㪇㪎
Tesviye
㪈㪈
㪎㪐
㪇
㪎㪐
Teknik Lise
Elektrik
㪈㪉
㪊㪇
㪇
㪊㪇
Makina
㪈㪉
㪋㪈
㪇
㪋㪈
Makina Ressaml
㪈㪉
㪎
㪐
㪈㪍
Motor
㪈㪉
㪊㪎
㪇
㪊㪎
㪘㫃㪸㫅
㪪㭧㫅㭧㪽㩷㪜㫉㫂㪼㫂㩷㪢㭧㫑㩷㪫㫆㫇㫃㪸㫄
Kurum Türü
㪈㪇
㪌㪊
㪊
㪌㪍
㪈㪇
㪌㪋
㪌
㪌㪐
㪐
㪍㪊
㪌
㪍㪏
ENDÜSTRYEL OTOMASYON TEKNOLOJLER
ALANI
㪐
㪉㪍
㪌
㪊㪈
㪐
㪉㪎
㪊
㪊㪇
ENDÜSTRYEL OTOMASYON TEKNOLOJLER A 㪈㪇
㪋㪍
㪊
㪋㪐
㪈㪇
㪋㪍
㪇
㪋㪍
㪐
㪊㪋
㪇
㪊㪋
㪈㪇
㪉㪎
㪇
㪉㪎
㪈㪇
㪉㪍
㪎
㪊㪊
㪈㪇
㪍㪎
㪉
㪍㪐
㪈㪇
㪈㪉㪇
㪈㪋
㪈㪊㪋
MATBAA ALANI
㪈㪇
㪎
㪌
㪈㪉
㪈㪇
㪉㪐
㪇
㪉㪐
㪈㪇
㪎㪊
㪇
㪎㪊
Teknik Lise
㪈㪇
㪉㪉
㪊
㪉㪌
㪈㪇
㪋㪊
㪈㪇
㪌㪊
㪈㪇
㪉㪋
㪇
㪉㪋
- 104 -
Bran
Beden Eitimi
Bilgisayar
Biyoloji
Corafya
Döküm/Endüstriyel Döküm
Elektrik
Felsefe
Fzk
Ingilizce
Kimya
Makine Ressaml
Makine,Tesviye,Kalp
Matbaa
Matematik
Metal leri
Model
Motor
Rehber Öretmen
Tarih
Türkçe
- 105 -
㪜㫉㫂㪼㫂㩷
㪉
㪍
㪊
㪊
㪉
㪐
㪉㪈
㪉
㪋
㪈
㪌
㪉
㪈㪉
㪉㪉
㪊
㪏
㪈㪍
㪐
㪎
㪊㪐
㪋
㪊
㪉
㪈㪏㪌
㪉
㪋
㪈
㪎
㪈
㪋
㪊
㪈
㪊
㪐
㪉㪈
㪈
㪊
㪉
㪍
㪈
㪋
㪐
㪋
㪍
㪊
㪈㪌
㪉㪉
㪈
㪋
㪋
㪈㪉
㪈㪍
㪐
㪈
㪏
㪈
㪋㪇
㪈
㪈
㪈
㪌
㪌
㪏
㪉
㪊㪊
㪉㪈㪏
Annex4-9
GAZANTEP M. RÜTÜ UZEL EML
Kurum Türü
㪪㭧㫉㪸
㪜㫉㫂㪼㫂㩷
㪋㪈
㪈㪈㪊
㪈㪃㪉㪊㪐
㪋 Teknik Lise
㪏㪎
Total
㪈㪃㪋㪏㪇
Kurum Türü
㪙㬬㫃㬲㫄
Elektronik
㪈㪇
㪈㪐
Elektronik
㪈㪈
㪈㪎
Bilgisayar (Donanm)
㪈㪇
㪇
Bilgisayar (Donanm)
㪈㪈
㪐
Elektrik
㪈㪇
㪎
Elektrik
㪈㪈
㪈㪇㪎
Elektronik
㪈㪇
㪈
Elektronik
㪈㪈
㪋㪉
plik
㪈㪇
㪍
plik
㪈㪈
㪌㪋
Matbaa
㪈㪇
㪋
Matbaa
㪈㪈
㪋㪈
Metal Ileri
㪈㪇
㪎
Metal Ileri
㪈㪈
㪌㪎
㪈㪇
㪋
㪈㪈
㪊㪏
Motor
㪈㪇
㪎
Motor
㪈㪈
㪈㪈㪉
Tesviye
㪈㪇
㪈㪎
Tesviye
㪈㪈
㪍㪌
Teknik Lise
Bilgisayar (Yazlm)
㪈㪈
㪈㪊
Bilgisayar (Yazlm)
㪈㪉
㪌
Elektrik
㪈㪈
㪈㪐
Makina
㪈㪈
㪈㪈
Kurum Türü
㪘㫃㪸㫅
㪋㪈
Teknik Lise
㪈㪇
㪌㪈
㪈㪏
㪈㪊㪈
㪉㪇㪉㪈㪃㪋㪋㪈
㪈㪋
㪈㪇㪈
㪉㪋㪋㪈㪃㪎㪉㪋
㪌
㪉㪋
㪈
㪈㪏
㪈
㪈
㪎
㪈㪍
㪇
㪎
㪋
㪈㪈㪈
㪈
㪉
㪋
㪋㪍
㪈
㪎
㪉㪋
㪎㪏
㪇
㪋
㪈㪈
㪌㪉
㪇
㪎
㪇
㪌㪎
㪇
㪋
㪇
㪊㪏
㪇
㪎
㪇
㪈㪈㪉
㪇
㪈㪎
㪇
㪍㪌
㪌
㪈㪏
㪇
㪌
㪇
㪈㪐
㪇
㪈㪈
㪈㪇
㪌㪈
㪈㪇
㪈㪇
㪉㪇
㪊㪊
㪇
㪐
㪉㪇
㪋㪉
MATBAA ALANI
㪐
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪈
㪈㪈
㪐
㪈㪇
㪈㪇
㪈㪇
㪉㪋
㪈㪌
㪏
㪎㪍
㪉㪊
㪈㪎
㪈㪍
㪉㪏
㪉㪇
㪈㪈
㪈㪐
㪋㪉㪏
㪈㪇
㪈㪎
㪈㪉
㪊
㪇
㪈㪈
㪍
㪇
㪈㪇
㪇
㪇
㪈㪇
㪈㪋
㪇
㪐㪏
㪏
㪈
㪇
㪉㪎
㪈㪌
㪈㪐
㪏㪉
㪉㪊
㪉㪎
㪈㪍
㪉㪏
㪊㪇
㪉㪌
㪈㪐
㪌㪉㪍
㪈㪏
㪈㪏
㪈㪉
- 106 -
Bran
Beden Eitimi
Bilgisayar
Biyoloji
Corafya
Elektrik
Felsefe
Fzk
Fransizca
Ingilizce
Kimya
Makine,Tesviye,Kalp
Matbaa
Matematik
Metal leri
Motor
Rehber Öretmen
Tarih
Tekstil
- 107 -
㪜㫉㫂㪼㫂㩷
㪈
㪌
㪈
㪉
㪈㪇
㪎
㪈
㪊
㪉
㪉
㪈㪊
㪌
㪍
㪌
㪊
㪎
㪈
㪈
㪊
㪏
㪏㪍
㪈
㪌
㪈
㪉
㪈
㪈
㪉
㪈
㪈㪈
㪈
㪏
㪈
㪈
㪈
㪉
㪌
㪈
㪈
㪋
㪍
㪉
㪋
㪈㪊
㪌
㪌
㪈㪈
㪌
㪊
㪈
㪏
㪈
㪉
㪊
㪈
㪋
㪏
㪉㪊
㪈㪇㪐
Annex4-10
STANBUL PENDK EML
Kurum Türü
㪜㫉㫂㪼㫂㩷
㪌㪉
㪋㪏
㪐㪋㪋
㪋 Teknik Lise
㪈㪉㪐
Total
㪈㪃㪈㪎㪊
Kurum Türü
㪙㬬㫃㬲㫄
㪈㪇
㪉㪋
㪈㪇
㪉㪋
Elektrik
㪈㪇
㪎
Elektrik
㪈㪈
㪈㪇㪉
Elektronik
㪈㪈
㪌㪉
Kimya
㪈㪇
㪈
Kimya
㪈㪈
㪈㪏
Tesviye
㪈㪇
㪍
Tesviye
㪈㪈
㪈㪉㪌
Teknik Lise
Elektrik
㪈㪈
㪉㪏
Elektrik
㪈㪉
㪉㪌
Makina
㪈㪈
㪉㪍
Makina
㪈㪉
㪈㪋
Kurum Türü
㪘㫃㪸㫅
㪌㪍
㪪㭧㫉㪸
Teknik Lise
Bran
Beden Eitimi
Bilgisayar
Biyoloji
Corafya
Elektrik
Fzk
Ingilizce
Kimya
Makine,Tesviye,Kalp
Matematik
Rehber Öretmen
Tarih
- 108 -
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪐㪐
㪈㪍
㪎㪌
㪉㪇
㪈㪍
㪜㫉㫂㪼㫂㩷
㪈
㪉
㪈
㪈
㪈㪋
㪏
㪉
㪈
㪎
㪈㪊
㪈
㪈
㪉
㪉
㪌㪍
㪏
㪍㪇
㪏
㪌㪍
㪈㪐㪎㪈㪃㪈㪋㪈
㪇
㪈㪉㪐
㪉㪈㪊㪈㪃㪊㪏㪍
㪋
㪉㪏
㪋
㪉㪏
㪇
㪎
㪇
㪈㪇㪉
㪌
㪌㪎
㪋
㪌
㪊㪎
㪌㪌
㪇
㪍
㪇
㪈㪉㪌
㪇
㪉㪏
㪇
㪉㪌
㪇
㪉㪍
㪇
㪈㪋
㪋
㪍㪇
㪈㪎
㪋㪉
㪇
㪇
㪇
㪈㪈㪍
㪌㪏
㪎㪌
㪉㪇
㪈㪍
㪈
㪉
㪈
㪊
㪈
㪈
㪈
㪈㪌
㪏
㪈
㪊
㪈
㪉
㪌
㪈㪉
㪈㪊
㪊
㪋
㪈
㪉
㪉
㪈
㪊
㪈㪌
㪎㪈
Annex4-11
㪢㪘㪟㪩㪘㪤㪘㪥㪤㪘㪩㪘㮔㩷㪤㪜㪩㪢㪜㪱㩷㪜㪤㪣
Kurum Türü
㪪㭧㫉㪸
㪜㫉㫂㪼㫂㩷
㪊㪇
㪈㪉㪏
㪈㪃㪉㪉㪐
㪋 Teknik Lise
㪏㪐
Total
㪈㪃㪋㪎㪍
Kurum Türü
㪙㬬㫃㬲㫄
Bilgisayar (Yazlm)
㪈㪇
㪉㪇
Bilgisayar (Yazlm)
㪈㪈
㪈㪐
Bilgisayar (Yazlm)
㪈㪈
㪉㪍
Elektrik
㪈㪈
㪈㪈㪐
Elektronik
㪈㪈
㪎㪐
Metal Ileri
㪈㪈
㪊㪎
㪈㪈
㪉㪎
Motor
㪈㪈
㪋㪌
Tesviye
㪈㪈
㪋㪊
Teknik Lise
Bilgisayar (Yazlm)
㪈㪈
㪈㪌
㪈㪈
㪈㪈
Elektrik
㪈㪈
㪉㪏
Kurum Türü
㪘㫃㪸㫅
㪊㪇
Teknik Lise
Bran
Beden Eitimi
Bilgisayar
Biyoloji
Corafya
Elektrik
Felsefe
Fzk
Ingilizce
Kimya
Makine Ressaml
Makine,Tesviye,Kalp
Matematik
Metal leri
Motor
Rehber Öretmen
Resim /Resim/Görsel Sanatlar
Tarih
Türkçe
- 109 -
㪈㪇
㪈㪇
㪐
㪐
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪏
㪈㪌
㪉㪋
㪊㪉
㪈㪌
㪈㪏
㪈㪌㪐
㪈㪎
㪈㪉
㪉㪇
㪈㪌
㪜㫉㫂㪼㫂㩷
㪉
㪍
㪉
㪈
㪉
㪈㪐
㪐
㪈
㪉
㪈
㪈
㪊
㪈㪊
㪋
㪎
㪎
㪍
㪈
㪈
㪊
㪋
㪈
㪐㪍
㪇
㪊㪇
㪉㪊
㪈㪌㪈
㪈㪊㪈㪃㪉㪋㪉
㪊
㪐㪉
㪊㪐㪈㪃㪌㪈㪌
㪌
㪉㪌
㪏
㪉㪎
㪇
㪉㪍
㪇
㪈㪈㪐
㪇
㪎㪐
㪇
㪊㪎
㪇
㪉㪎
㪇
㪋㪌
㪇
㪋㪊
㪊
㪈㪏
㪇
㪈㪈
㪇
㪉㪏
㪇
㪊㪇
㪋
㪇
㪍
㪇
㪇
㪉
㪉
㪇
㪈
㪇
㪇
㪉㪉
㪈㪌
㪊㪇
㪊㪉
㪈㪌
㪉㪇
㪈㪍㪈
㪈㪎
㪈㪊
㪉㪇
㪈㪌
㪉
㪉
㪏
㪉
㪋
㪈
㪉
㪉
㪈㪐
㪐
㪈
㪈
㪈
㪉
㪈
㪈
㪊
㪋
㪈
㪉
㪈
㪋
㪈㪊
㪋
㪎
㪎
㪍
㪈
㪉
㪉
㪈㪌
㪊
㪍
㪈
㪈㪈㪇
Annex4-12
KAYSER HÜRRYET EML
Kurum Türü
㪜㫉㫂㪼㫂㩷
㪌㪌
㪋㪋
㪏㪍㪉
㪋 Teknik Lise
㪈㪇㪇
Total
㪈㪃㪇㪍㪈
Kurum Türü
㪙㬬㫃㬲㫄
㪐
㪉㪐
㪐
㪉㪍
㪈㪇
㪉㪋
㪈㪇
㪉㪇
Boya-Apre
㪈㪈
㪈㪎
Dokuma
㪈㪈
㪊㪋
Elektrik
㪈㪈
㪎㪏
Elektronik
㪈㪈
㪍㪍
Metal Ileri
㪈㪈
㪈㪏
㪈㪈
㪋㪉
Motor
㪈㪈
㪌㪇
Tesviye
㪈㪈
㪊㪌
Teknik Lise
Bilgisayar (Donanm)
㪈㪇
㪈㪎
Bilgisayar (Donanm)
㪈㪈
㪈㪏
Bilgisayar (Donanm)
㪈㪉
㪈㪊
Bilgisayar (Yazlm)
㪈㪇
㪈㪍
Bilgisayar (Yazlm)
㪈㪈
㪈㪐
Bilgisayar (Yazlm)
㪈㪉
㪈㪎
Kurum Türü
㪘㫃㪸㫅
㪈㪇
㪈㪊
㪈㪇
㪈㪌
㪈㪇
㪌㪊
㪈㪇
㪐
Bran
㪜㫉㫂㪼㫂㩷
㪈
Beden Eitimi
Bilgisayar
㪋
Biyoloji
Corafya
㪈
㪉
Elektrik
㪈㪉
㪎
Felsefe
㪈
Fzk
㪋
Ingilizce
㪉
Kimya
Makine,Tesviye,Kalp
㪈㪎
Matematik
㪌
Metal leri
㪋
㪋
Model
㪉
Motor
㪈㪈
Rehber Öretmen
㪈
Tarih
Tekstil
㪎
㪊
㪏㪏
㪪㭧㫉㪸
- 110 -
㪊
㪌㪏
㪊
㪋㪎
㪍㪏
㪐㪊㪇
㪈㪈
㪈㪈㪈
㪏㪌㪈㪃㪈㪋㪍
㪇
㪉㪐
㪊
㪉㪐
㪇
㪉㪋
㪊
㪉㪊
㪋
㪉㪈
㪏
㪋㪉
㪇
㪎㪏
㪌
㪎㪈
㪇
㪈㪏
㪇
㪋㪉
㪇
㪌㪇
㪇
㪊㪌
㪉
㪈㪐
㪉
㪉㪇
㪊
㪈㪍
㪊
㪈㪐
㪈
㪉㪇
㪇
㪈㪎
㪇
㪈㪊
㪋
㪈㪐
㪋
㪌㪎
㪊
㪈㪉
㪈
㪋
㪊
㪊
㪈
㪉
㪉
㪈㪉
㪉
㪐
㪈
㪋
㪉
㪉
㪉
㪈㪎
㪊
㪏
㪋
㪋
㪉
㪈㪈
㪈
㪉
㪉
㪎
㪊
㪍
㪈㪍
㪈㪇㪋
Annex4-13
KOCAEL GEBZE EML
Kurum Türü
㪜㫉㫂㪼㫂㩷
㪌㪎
㪈㪊㪇
㪈㪃㪎㪌㪉
㪋 Teknik Lise
㪍㪎
Total
㪉㪃㪇㪇㪍
Kurum Türü
㪙㬬㫃㬲㫄
㪈㪇
㪉㪊
㪐
㪌
㪈㪇
㪈㪌
㪐
㪈㪈
Tip Elektronii
㪈㪇
㪊㪈
Tip Elektronii
㪈㪈
㪈㪍
Tip Elektronii
㪈㪉
㪊
Tip Elektronii
㪐
㪈㪈
Bilgisayar (Yazlm)
㪈㪇
㪈㪈
Bilgisayar (Yazlm)
㪈㪈
㪋㪍
Elektrik
㪈㪇
㪈㪍
Elektrik
㪈㪈
㪈㪍㪋
㪈㪈
㪉㪊
Elektronik
㪈㪇
㪉㪉
Elektronik
㪈㪈
㪈㪋㪊
Kalip
㪈㪇
㪉㪋
Kalip
㪈㪈
㪈㪇㪉
㪈㪈
㪉㪌
Metal Ileri
㪈㪇
㪉㪋
Metal Ileri
㪈㪈
㪈㪉㪍
㪈㪇
㪍
㪈㪈
㪍㪊
Tesviye
㪈㪇
㪊㪊
Tesviye
㪈㪈
㪈㪊㪊
Teknik Lise
㪈㪈
㪉㪇
㪈㪉
㪉㪍
Makina
㪈㪉
㪈㪇
Kurum Türü
㪘㫃㪸㫅
㪌㪍
㪪㭧㫉㪸
Anadolu Meslek Lisesi
Teknik Lise
BOMEDKAL CHAZ TEKNOLOJLER ALANI
- 111 -
㪐
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪌
㪈㪎
㪈㪏
㪏㪎
㪈㪇㪋
㪋㪊
㪈㪈
㪊
㪍㪇
㪌㪍
㪈㪏㪍
㪐㪏㪈㪃㪏㪌㪇
㪊
㪎㪇
㪈㪍㪇㪉㪃㪈㪍㪍
㪉
㪉㪌
㪇
㪌
㪋
㪈㪐
㪇
㪈㪈
㪈㪌
㪋㪍
㪈㪉
㪉㪏
㪉
㪌
㪍
㪈㪎
㪇
㪈㪈
㪈㪎
㪍㪊
㪇
㪈㪍
㪌
㪈㪍㪐
㪉
㪉㪌
㪇
㪉㪉
㪈㪇
㪈㪌㪊
㪈
㪉㪌
㪉
㪈㪇㪋
㪉
㪉㪎
㪇
㪉㪋
㪇
㪈㪉㪍
㪇
㪍
㪊
㪍㪍
㪇
㪊㪊
㪈
㪈㪊㪋
㪇
㪉㪇
㪇
㪉㪍
㪇
㪈㪇
㪋
㪍㪇
㪈㪌
㪇
㪎
㪈㪋
㪇
㪇
㪊
㪊㪇
㪈㪎
㪉㪌
㪈㪇㪈
㪈㪇㪋
㪋㪊
㪈㪋
Bran
Bilgisayar
Biyoloji
Corafya
Elektrik
Felsefe
Fzk
Ingilizce
Kimya
Makine,Tesviye,Kalp
Matematik
Metal leri
Rehber Öretmen
Tarih
- 112 -
㪜㫉㫂㪼㫂㩷
㪌
㪉
㪈
㪉
㪈㪊
㪈㪋
㪈
㪊
㪈
㪈
㪈
㪉㪋
㪍
㪈㪌
㪍
㪉
㪈
㪊
㪈㪇㪈
㪉
㪎
㪉
㪈
㪉
㪈㪊
㪈
㪈㪌
㪈
㪈
㪋
㪈
㪋
㪌
㪈
㪉
㪈
㪉㪌
㪉
㪏
㪈㪌
㪈
㪎
㪉
㪋
㪌
㪋
㪎
㪉㪈
㪈㪉㪉
Annex4-14
KONYA ADL KARAAAC ATL
Kurum Türü
㪪㭧㫉㪸
㪜㫉㫂㪼㫂㩷
㪉㪌㪉
㪈㪎㪎
㪇
㪋 Teknik Lise
㪇
Total
㪋㪉㪐
Kurum Türü
㪙㬬㫃㬲㫄
Bilgisayar (Yazlm)
㪈㪇
㪉㪎
Bilgisayar (Yazlm)
㪈㪈
㪈㪌
Bilgisayar (Yazlm)
㪐
㪈
Elektrik
㪈㪇
㪋㪊
Elektrik
㪈㪈
㪉㪊
Elektrik
㪐
㪌
Elektronik
㪈㪇
㪉㪌
Elektronik
㪈㪈
㪉㪎
Elektronik
㪐
㪋
Kimya
㪈㪇
㪈㪌
Kimya
㪈㪈
㪋
Kimya
㪐
㪈
Anadolu Meslek Lisesi
Endüstriyel Otomasyon Teknolojileri
㪈㪇
㪉㪍
㪈㪈
㪉㪊
㪈㪉
㪈㪐
㪐
㪊
㪈㪇
㪉㪌
㪈㪇
㪉㪌
Kurum Türü
㪘㫃㪸㫅
㪍㪉
Bran
Beden Eitimi
Bilgisayar
Biyoloji
Corafya
Elektrik
Fzk
Ingilizce
Kimya
Makine,Tesviye,Kalp
Matematik
Rehber Öretmen
Tarih
- 113 -
㪐
㪐
㪐
㪈㪏
㪉㪎
㪈㪈
㪜㫉㫂㪼㫂㩷
㪈
㪊
㪈
㪈
㪈
㪌
㪋
㪉
㪋
㪊
㪈
㪊
㪉
㪉
㪉
㪊㪌
㪍㪍
㪊㪈㪏
㪊㪍
㪉㪈㪊
㪇
㪇
㪇
㪇
㪈㪇㪉
㪌㪊㪈
㪈㪌
㪋㪉
㪌
㪉㪇
㪉
㪊
㪇
㪋㪊
㪇
㪉㪊
㪇
㪌
㪇
㪉㪌
㪈
㪉㪏
㪇
㪋
㪉㪎
㪋㪉
㪏
㪈㪉
㪋
㪌
㪈
㪉㪎
㪋
㪉㪎
㪇
㪈㪐
㪇
㪊
㪉
㪉㪎
㪇
㪉㪌
㪋
㪍㪍
㪈㪈
㪇
㪈㪏
㪉㪐
㪉㪎
㪉㪐
㪈
㪊
㪈
㪉
㪈
㪈
㪌
㪈
㪌
㪉
㪉
㪍
㪉
㪌
㪈
㪈
㪋
㪉
㪉
㪈
㪊
㪏
㪋㪊
Annex4-15
MALATYA YUNUS EMRE EML
Kurum Türü
㪪㭧㫉㪸
㪜㫉㫂㪼㫂㩷
㪏㪋
㪇
㪌㪋㪌
㪋 Teknik Lise
㪇
Total
㪍㪉㪐
Kurum Türü
㪙㬬㫃㬲㫄
Bilgisayar (Yazlm)
㪈㪈
㪊㪎
Elektrik
㪈㪇
㪍
Elektrik
㪈㪈
㪎㪉
Elektronik
㪈㪇
㪎
Elektronik
㪈㪈
㪋㪎
Matbaa
㪈㪈
㪉㪍
Metal Ileri
㪈㪇
㪌
Metal Ileri
㪈㪈
㪌
㪈㪇
㪊
㪈㪈
㪈㪍
Yap Ressaml
㪈㪇
㪈
Yap Ressaml
㪈㪈
㪋
10
Kurum Türü
㪘㫃㪸㫅
㪈㪇
㪈㪌
㪐
㪉㪋
㪋㪌
MATBAA ALANI
Bran
Beden Eitimi
Bilgisayar
Biyoloji
Corafya
Elektrik
Felsefe
Fzk
Ingilizce
Kimya
Makine Ressaml
Makine,Tesviye,Kalp
Matbaa
Matematik
Metal leri
Rehber Öretmen
Tarih
- 114 -
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪏
㪊㪇
㪋㪈
㪎
㪜㫉㫂㪼㫂㩷
㪈
㪋
㪉
㪈
㪍
㪍
㪈
㪈
㪈
㪈
㪎
㪊
㪊
㪉
㪉
㪉
㪈
㪊
㪊
㪌㪇
㪈㪊
㪐㪎
㪇
㪇
㪉㪊
㪌㪍㪏
㪇
㪇
㪊㪍
㪍㪍㪌
㪉
㪊㪐
㪇
㪍
㪇
㪎㪉
㪇
㪎
㪊
㪌㪇
㪇
㪉㪍
㪇
㪌
㪇
㪌
㪇
㪊
㪇
㪈㪍
㪇
㪈
㪉
㪍
㪌
㪉㪇
㪌
㪉㪐
㪊
㪋㪏
㪇
㪊
㪇
㪋
㪏
㪊㪊
㪋㪈
㪈㪈
㪈
㪈
㪌
㪉
㪈
㪈
㪈
㪍
㪍
㪈
㪈
㪈
㪉
㪈
㪈
㪈
㪎
㪊
㪉
㪌
㪉
㪉
㪉
㪈
㪉
㪈
㪋
㪊
㪏
㪌㪏
Annex4-16
MERSN TARSUS EML
Kurum Türü
㪜㫉㫂㪼㫂㩷
㪌㪋
㪈㪍㪐
㪈㪃㪉㪎㪉
㪋 Teknik Lise
㪎㪊
Total
㪈㪃㪌㪍㪏
Kurum Türü
㪙㬬㫃㬲㫄
Elektrik
㪈㪇
㪋㪐
Elektrik
㪈㪈
㪉㪊
㪈㪇
㪉㪏
㪈㪇
㪈㪏
Kimya
㪈㪇
㪎
Bilgisayar (Donanm)
㪈㪈
㪉㪉
Elektrik
㪈㪇
㪏
Elektrik
㪈㪈
㪏㪌
Elektronik
㪈㪈
㪋㪐
Kimya
㪈㪈
㪊㪉
㪈㪈
㪌㪍
Metal Ileri
㪈㪈
㪋㪊
㪈㪈
㪊㪏
㪈㪈
㪉㪇
Tesviye
㪈㪈
㪎㪌
Yap
㪈㪈
㪌
Yap Ressaml
㪈㪈
㪈㪉
Teknik Lise
Elektrik
㪈㪇
㪉㪉
Elektrik
㪈㪈
㪈㪉
Elektrik
㪈㪉
㪈㪊
Makina
㪈㪇
㪈㪏
Makina
㪈㪈
㪈
Makina
㪈㪉
㪎
Kurum Türü
㪘㫃㪸㫅
㪌㪋
㪪㭧㫉㪸
- 115 -
㪐
㪐
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪊㪈
㪈㪋
㪈㪌
㪈㪋
㪌㪇
㪈㪏
㪋㪊
㪋㪈
㪋
㪌㪏
㪈㪏
㪈㪏㪎
㪐㪈㪃㪉㪏㪈
㪇
㪎㪊
㪊㪈㪈㪃㪌㪐㪐
㪇
㪋㪐
㪇
㪉㪊
㪉
㪊㪇
㪉
㪉㪇
㪎
㪈㪋
㪇
㪉㪉
㪇
㪏
㪇
㪏㪌
㪇
㪋㪐
㪍
㪊㪏
㪇
㪌㪍
㪇
㪋㪊
㪇
㪊㪏
㪇
㪉㪇
㪇
㪎㪌
㪇
㪌
㪉
㪈㪋
㪇
㪉㪉
㪇
㪈㪉
㪇
㪈㪊
㪇
㪈㪏
㪇
㪈
㪇
㪎
㪋
㪌㪏
㪇
㪎
㪇
㪇
㪇
㪇
㪇
㪇
㪊㪈
㪉㪈
㪈㪌
㪈㪋
㪌㪇
㪈㪏
㪋㪊
㪋㪈
Bran
Beden Eitimi
Bilgisayar
Biyoloji
Corafya
Elektrik
Felsefe
Fzk
Ingilizce
Kimya
Makine,Tesviye,Kalp
Matematik
Metal leri
Tarih
- 116 -
㪜㫉㫂㪼㫂㩷
㪈
㪈
㪊
㪈
㪈㪋
㪌
㪈
㪋
㪈
㪈㪇
㪉㪉
㪋
㪈㪌
㪍
㪉
㪌
㪈㪇
㪈㪇㪌
㪈
㪉
㪈
㪈
㪋
㪈
㪈
㪈
㪈㪋
㪈
㪍
㪈
㪉
㪉
㪍
㪊
㪋
㪊
㪈㪊
㪈
㪉㪊
㪉
㪍
㪈㪌
㪍
㪈
㪊
㪊
㪏
㪈
㪈㪈
㪉㪈
㪈㪉㪍
Annex4-17
ORDU MERKEZ EML
Kurum Türü
㪜㫉㫂㪼㫂㩷
㪈㪌㪊
㪈㪉㪇
㪈㪃㪉㪌㪉
㪋 Teknik Lise
㪈㪍㪏
Total
㪈㪃㪍㪐㪊
Kurum Türü
㪙㬬㫃㬲㫄
Bilgisayar (Yazlm)
㪈㪇
㪉㪊
Bilgisayar (Yazlm)
㪈㪈
㪈㪐
Bilgisayar (Yazlm)
㪈㪇
㪉㪐
Bilgisayar (Yazlm)
㪈㪈
㪉㪌
Bilgisayar (Yazlm)
㪈㪉
㪈㪈
Bilgisayar (Donanm)
㪈㪈
㪈㪋
Elektrik
㪈㪈
㪌㪌
Elektronik
㪈㪈
㪋㪊
Metal Ileri
㪈㪈
㪍㪌
㪈㪈
㪎㪉
Motor
㪈㪈
㪊㪍
㪈㪈
㪊㪌
Tesviye
㪈㪈
㪍㪎
Yap
㪈㪈
㪊㪎
Yap Ressaml
㪈㪈
㪊㪊
Teknik Lise
Bilgisayar (Yazlm)
㪈㪈
㪉㪍
Bilgisayar (Yazlm)
㪈㪉
㪈㪇
Elektrik
㪈㪈
㪈㪊
Elektrik
㪈㪉
㪐
Elektronik
㪈㪈
㪈㪍
Elektronik
㪈㪉
㪈㪍
Makina
㪈㪈
㪈㪋
Kurum Türü
㪘㫃㪸㫅
㪈㪇
㪉㪊
㪐
㪉㪏
㪍㪇
㪪㭧㫉㪸
Teknik Lise
- 117 -
㪈㪇
㪐
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪉㪌
㪊㪇
㪊㪊
㪉㪇
㪍㪊
㪉㪇
㪋㪇
㪈㪉
㪉㪈
㪉㪊
㪉㪈
㪋㪊
㪈㪏
㪈㪎㪈
㪎
㪈㪉㪎
㪈㪎㪈㪃㪉㪍㪐
㪐
㪈㪎㪎
㪌㪈㪈㪃㪎㪋㪋
㪈
㪉㪋
㪏
㪉㪎
㪈
㪊㪇
㪋
㪉㪐
㪇
㪈㪈
㪇
㪈㪋
㪇
㪌㪌
㪊
㪋㪍
㪇
㪍㪌
㪇
㪎㪉
㪇
㪊㪍
㪇
㪊㪌
㪇
㪍㪎
㪇
㪊㪎
㪊
㪊㪍
㪇
㪉㪍
㪉
㪈㪉
㪇
㪈㪊
㪇
㪐
㪇
㪈㪍
㪇
㪈㪍
㪇
㪈㪋
㪍
㪉㪐
㪊
㪊㪈
㪇
㪍㪇
㪇
㪉
㪇
㪇
㪉
㪉
㪇
㪇
㪇
㪇
㪊
㪋
㪉㪌
㪊㪉
㪊㪊
㪉㪇
㪍㪌
㪉㪉
㪋㪇
㪈㪉
㪉㪈
㪉㪊
㪉㪋
㪋㪎
Bran
Beden Eitimi
Bilgisayar
Biyoloji
Corafya
Elektrik
Fzk
Ingilizce
Kimya
Makine Ressaml
Makine,Tesviye,Kalp
Matematik
Metal leri
Motor
Rehber Öretmen
Tarih
Tesisat Teknolojisi
Türkçe
- 118 -
㪜㫉㫂㪼㫂㩷
㪉
㪐
㪊
㪊
㪏
㪈㪈
㪈
㪊
㪊
㪈㪈
㪍
㪈㪇
㪎
㪍
㪈
㪊
㪋
㪌
㪈
㪌
㪈㪇㪉
㪉
㪉
㪈㪈
㪊
㪉
㪉
㪊
㪏
㪈
㪈㪉
㪈
㪉
㪌
㪌
㪌
㪈
㪋
㪈
㪈
㪈㪈
㪊
㪐
㪈㪇
㪎
㪍
㪈
㪈
㪋
㪋
㪉
㪎
㪈
㪈
㪍
㪉㪈
㪈㪉㪊
Annex4-18
ANLIURFA MERKEZ EML
Kurum Türü
㪋 Teknik Lise
Total
Kurum Türü
㪙㬬㫃㬲㫄
㪪㭧㫅㭧㪽㩷
Bilgisayar (Yazlm)
㪈㪇
Bilgisayar (Yazlm)
㪈㪈
Bilgisayar (Yazlm)
㪈㪈
Elektrik
㪈㪈
Elektronik
㪈㪈
Metal Ileri
㪈㪈
㪈㪈
Motor
㪈㪈
Soutma ve klimlemdirme
㪈㪈
Tesviye
㪈㪈
Yap
㪈㪈
Yap Ressaml
㪈㪈
Teknik Lise
Elektrik
㪈㪈
Elektrik
㪈㪉
Kurum Türü
㪘㫃㪸㫅
㪪㭧㫅㭧㪽㩷
㪈㪇
㪐
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪐
㪐
㪐
㪐
㪐
㪐
㪐
㪐
㪈㪇
Teknik Lise
㪪㭧㫉㪸
- 119 -
㪜㫉㫂㪼㫂㩷
㪉㪈
㪌㪉
㪐㪈㪌
㪌㪏
㪈㪃㪇㪋㪍
㪉
㪉㪊
㪈㪉
㪍㪋
㪊㪌
㪐㪌㪇
㪇
㪌㪏
㪋㪐㪈㪃㪇㪐㪌
㪜㫉㫂㪼㫂㩷
㪈㪉
㪈㪊
㪊㪉
㪌㪏
㪉㪌
㪉㪉
㪉㪎
㪊㪉
㪊㪇
㪉㪍
㪉㪌
㪉㪋
㪈㪎
㪈㪈
㪌
㪈㪎
㪉
㪈㪌
㪉
㪊㪋
㪇
㪌㪏
㪊
㪉㪏
㪇
㪉㪉
㪇
㪉㪎
㪇
㪊㪉
㪇
㪊㪇
㪇
㪉㪍
㪇
㪉㪌
㪊
㪉㪎
㪇
㪈㪎
㪇
㪈㪈
㪜㫉㫂㪼㫂㩷
㪉㪉
㪈㪇
㪈㪏
㪉㪍
㪊㪈
㪎㪍
㪊㪐
㪈㪏
㪎
㪉㪈
㪉㪐
㪋㪋
㪊㪐
㪏㪎
㪋㪇
㪊㪏
㪊㪐
㪊㪏
㪋㪇
㪊㪇
㪉
㪉㪋
㪈
㪈㪈
㪋
㪉㪉
㪇
㪉㪍
㪍
㪊㪎
㪉
㪎㪏
㪈
㪋㪇
㪇
㪈㪏
㪇
㪎
㪇
㪉㪈
㪇
㪉㪐
㪇
㪋㪋
㪊
㪋㪉
㪊
㪐㪇
㪌
㪋㪌
㪉
㪋㪇
㪉
㪋㪈
㪇
㪊㪏
㪊
㪋㪊
㪇
㪊㪇
Bran
Beden Eitimi
Bilgisayar
Biyoloji
Corafya
Elektrik
Felsefe
Fzk
Ingilizce
Kimya
Makine,Tesviye,Kalp
Matematik
Metal leri
Motor
Müzik
Rehber Öretmen
Sosyal Bilgiler
Tarih
Tesisat Teknolojisi
- 120 -
㪜㫉㫂㪼㫂㩷
㪉
㪍
㪈
㪈
㪈
㪈㪈
㪋
㪈
㪈
㪉
㪉
㪋
㪋
㪊
㪍
㪋
㪈
㪈
㪈
㪉
㪈
㪏
㪍㪎
㪉
㪍
㪉
㪊
㪈
㪈
㪉
㪈㪈
㪋
㪈
㪈
㪉
㪈
㪊
㪉
㪋
㪉
㪍
㪊
㪍
㪋
㪈
㪈
㪈
㪉
㪈
㪉
㪈
㪉
㪊
㪋
㪈
㪐
㪈㪋
㪏㪈
Annex4-19
TEKRDA ÇORLU MRÜTÜ UZEL EML
Kurum Türü
㪪㭧㫉㪸
㪜㫉㫂㪼㫂㩷
㪈㪉㪏
㪎㪊
㪈㪃㪋㪍㪇
㪋 Teknik Lise
㪈㪊㪐
Total
㪈㪃㪏㪇㪇
Kurum Türü
㪙㬬㫃㬲㫄
Elektrik
㪈㪇
㪈㪊
Elektrik
㪈㪇
㪈㪐
Bilgisayar (Donanm)
㪈㪈
㪊㪈
Elektrik
㪈㪈
㪍㪏
Elektronik
㪈㪈
㪌㪌
Metal Ileri
㪈㪇
㪈㪈
Metal Ileri
㪈㪈
㪎㪌
㪈㪇
㪈㪈
㪈㪈
㪋㪍
Motor
㪈㪇
㪐
Motor
㪈㪈
㪍㪎
Tesisat Teknolojisi (Istma-Doalgaz)
㪈㪈
㪊㪊
Tesviye
㪈㪇
㪈㪇
Tesviye
㪈㪈
㪐㪇
Yap
㪈㪇
㪐
Yap
㪈㪈
㪊㪌
Teknik Lise
Elektrik
㪈㪈
㪉㪍
Elektrik
㪈㪉
㪈㪉
Makina
㪈㪈
㪊㪈
Makina
㪈㪉
㪉㪈
Kurum Türü
㪘㫃㪸㫅
㪈㪇
㪉㪈
㪐
㪊㪋
㪌㪏
Teknik Lise
- 121 -
㪈㪇
㪐
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪉㪋
㪊㪋
㪈㪏
㪉㪋
㪍㪇
㪈㪍
㪊㪇
㪊㪈
㪉㪐
㪉㪌
㪉㪋
㪉
㪈㪊㪇
㪈
㪎㪋
㪈㪏㪈㪃㪋㪎㪏
㪇
㪈㪊㪐
㪉㪈㪈㪃㪏㪉㪈
㪇
㪈㪊
㪈
㪉㪇
㪉
㪊㪊
㪇
㪍㪏
㪈
㪌㪍
㪇
㪈㪈
㪇
㪎㪌
㪇
㪈㪈
㪇
㪋㪍
㪇
㪐
㪇
㪍㪎
㪇
㪊㪊
㪇
㪈㪇
㪇
㪐㪇
㪇
㪐
㪊
㪊㪏
㪇
㪉㪍
㪇
㪈㪉
㪇
㪊㪈
㪇
㪉㪈
㪇
㪉㪈
㪇
㪊㪋
㪉
㪍㪇
㪇
㪇
㪇
㪇
㪉
㪇
㪇
㪇
㪈
㪇
㪇
㪉㪋
㪊㪋
㪈㪏
㪉㪋
㪍㪉
㪈㪍
㪊㪇
㪊㪈
㪊㪇
㪉㪌
㪉㪋
Bran
Beden Eitimi
Bilgisayar
Biyoloji
Corafya
Elektrik
Felsefe
Fzk
Ingilizce
Kimya
Makine,Tesviye,Kalp
Matematik
Metal leri
Motor
Rehber Öretmen
Tarih
- 122 -
㪜㫉㫂㪼㫂㩷
㪈
㪊
㪈
㪈
㪈㪊
㪌
㪈
㪉
㪉
㪈㪈
㪉
㪈㪈
㪊
㪈㪇
㪈
㪌
㪎㪉
㪈
㪉
㪌
㪈
㪉
㪈
㪈
㪈
㪈㪊
㪈
㪍
㪈
㪉
㪈
㪈
㪌
㪌
㪈
㪊
㪈㪈
㪌
㪎
㪈㪈
㪊
㪈㪇
㪈
㪈
㪊
㪊
㪍
㪎
㪈
㪍
㪉㪏
㪈㪇㪇
Annex4-20
VAN MERKEZ EML
Kurum Türü
㪜㫉㫂㪼㫂㩷
㪉㪎
㪎㪏
㪐㪋㪌
㪋 Teknik Lise
㪉㪊
Total
㪈㪃㪇㪎㪊
Kurum Türü
㪙㬬㫃㬲㫄
㪐
㪈㪉
Kurum Türü
㪘㫃㪸㫅
㪉㪎
㪪㭧㫉㪸
Teknik Lise
㪇
㪉㪎
㪈㪊
㪐㪈
㪉㪉
㪐㪍㪎
㪊
㪉㪍
㪊㪏㪈㪃㪈㪈㪈
㪇
㪈㪉
㪇
㪉㪎
㪈㪇
㪈㪇
㪊㪎
㪈㪏
㪏
㪇
㪋㪌
㪈㪏
㪐
㪐
㪉㪉
㪉㪎
㪌
㪇
㪉㪎
㪉㪎
Bran
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪇
㪈㪈
㪈㪈
㪈㪈
㪈㪈
㪈㪈
㪈㪈
㪈㪇
㪈㪉
㪉㪇
㪉㪎
㪉㪍
㪉㪇
㪈㪍
㪌㪇
㪏㪌
㪏㪇
㪋㪌
㪎㪏
㪋㪇
㪈㪎
㪍
㪇
㪍
㪇
㪇
㪇
㪇
㪉
㪌
㪇
㪇
㪇
㪊
㪇
㪉㪇
㪊㪊
㪉㪍
㪉㪇
㪈㪍
㪌㪇
㪏㪎
㪏㪌
㪋㪌
㪎㪏
㪋㪇
㪉㪇
㪍
Beden Eitimi
Bilgisayar
Biyoloji
Corafya
Elektrik
Felsefe
Fzk
Ingilizce
Kimya
Makine,Tesviye,Kalp
Matematik
Metal leri
Motor
Tarih
Tesisat Teknolojisi
- 123 -
㪜㫉㫂㪼㫂㩷
㪈
㪍
㪈
㪈
㪌
㪏
㪈
㪈
㪈
㪈
㪈
㪋
㪌
㪊
㪎
㪈
㪉
㪉
㪌㪈
㪈
㪍
㪈
㪈
㪌
㪈
㪐
㪈
㪉
㪊
㪉
㪊
㪈
㪈
㪋
㪌
㪊
㪎
㪈
㪉
㪉
㪉
㪋
㪏
㪌㪐
Annex4-21
㪠㫑㫄㫀㫉㩷㪤㪸㫑㪿㪸㫉㩷㪱㫆㫉㫃㫌㩷㪘㪫㪣㩷㩿㪽㫆㫉㩷㫉㪼㪽㪼㫉㪼㫅㪺㪼㪀
Kurum Türü
㪪㭧㫉㪸
㪜㫉㫂㪼㫂㩷
㪌㪐
㪈㪏㪈
㪉㪋㪈
㪋 Teknik Lise
㪇
Total
㪋㪏㪈
Kurum Türü
㪙㬬㫃㬲㫄
㪈㪇
㪋㪏
㪈㪈
㪊㪋
㪈㪉
㪐
㪈㪇
㪌㪇
㪈㪈
㪉㪍
㪈㪉
㪈㪋
Plastik leme
㪈㪈
㪎㪏
Kurum Türü
㪘㫃㪸㫅
㪐
㪌㪐
㪈㪇
㪋㪊
㪈㪈
㪉㪎
㪐
㪐㪊
Bran
㪜㫉㫂㪼㫂㩷
Beden Eitimi
㪈
Bilgisayar
㪌
Biyoloji
Elektrik
㪋
㪉
Felsefe
Fzk
㪈
Ingilizce
Kimya
㪈
Makine Ressaml
㪈
Makine,Tesviye,Kalp
㪈㪉
Matematik
Rehber Öretmen
Tarih
㪈
㪈
㪉㪐
- 124 -
㪈
㪍㪇
㪉
㪈㪏㪊
㪏
㪉㪋㪐
㪇
㪇
㪈㪈
㪋㪐㪉
㪇
㪋㪏
㪇
㪊㪋
㪇
㪐
㪇
㪌㪇
㪈
㪉㪎
㪈
㪈㪌
㪉
㪏㪇
㪈
㪍㪇
㪈
㪋㪋
㪊
㪊㪇
㪉
㪐㪌
㪢㭧㫑㩷
㪈
㪉
㪈
㪈
㪈
㪋
㪈
㪈
㪉
㪉
㪈
㪈
㪈㪏
㪫㫆㫇㫃㪸㫄
㪈
㪍
㪉
㪈
㪋
㪊
㪈
㪈
㪋
㪉
㪈
㪈㪊
㪉
㪉
㪉
㪉
㪋㪎
Annex5 Questionnaire Survey for First Group of the Expansion Schools
㪥㫆
㪨㫌㪼㫊㫋㫀㫆㫅㫊
㪘
㪤㫆㫍㪼㩷㫆㪽㩷㪞㫉㪸㪻㫌㪸㫋㪼㫊
㪟㫆㫎㩷㫄㪸㫅㫐㩷㩼㩷㫆㪽㩷㪾㫉㪸㪻㫌㪸㫋㪼㫊㩷㪽㫉㫆㫄㩷㪸㫃㫃㩷㪻㪼㫇㪸㫉㫋㫄㪼㫅㫋㫊㩷㫆㪽㩷㫐㫆㫌㫉㩷㫊㪺㪿㫆㫆㫃㩷㪿㪸㫍㪼㩷㪼㫅㫋㪼㫉㪼㪻
㪼㫄㫇㫃㫆㫐㫄㪼㫅㫋㩷㪻㫀㫉㪼㪺㫋㫃㫐㩷㫀㫅㩷㪸㫍㪼㫉㪸㪾㪼㩷㫆㪽㩷㫉㪼㪺㪼㫅㫋㩷㫐㪼㪸㫉㫊㪖
㪫㫆㩷㪼㫅㫋㪼㫉㩷㪼㫄㫇㫃㫆㫐㫄㪼㫅㫋
㪫㫆㩷㫇㫉㫆㪺㪼㪼㪻㩷㫋㫆㩷㪿㫀㪾㪿㪼㫉㩷㪼㪻㫌㪺㪸㫋㫀㫆㫅
㪮㪿㪼㫉㪼㩷㪿㪸㫍㪼㩷㪾㫉㪸㪻㫌㪸㫋㪼㫊㩷㪽㫉㫆㫄㩷㪸㫃㫃㩷㪻㪼㫇㪸㫉㫋㫄㪼㫅㫋㫊㩷㫆㪽㩷㫐㫆㫌㫉㩷㫊㪺㪿㫆㫆㫃㩷㪽㫆㫌㫅㪻㩷㪼㫄㫇㫃㫆㫐㫄㪼㫅㫋㩷㫀㫅
㪸㫍㪼㫉㪸㪾㪼㩷㫆㪽㩷㫉㪼㪺㪼㫅㫋㩷㫐㪼㪸㫉㫊㪖
㪪㪸㫄㪼㩷㪺㫀㫋㫐
㪪㪸㫄㪼㩷㫇㫉㫆㫍㫀㫅㪺㪼
㪦㫋㪿㪼㫉㩷㫇㫉㫆㫍㫀㫅㪺㪼㫊
㪘㫊㫊㪼㫊㫊㫄㪼㫅㫋㩷㫆㫅㩷㪫㪼㪸㪺㪿㪼㫉㩷㪫㫉㪸㫀㫅㫀㫅㪾㩷㪸㫋㩷㪫㪫㪚
㪚㫉㫀㫋㪼㫉㫀㪸㩷㫋㫆㩷㫊㪼㫃㪼㪺㫋㩷㫋㪼㪸㪺㪿㪼㫉㫊㩷㪽㫆㫉㩷㫋㪿㪼㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㪸㫋㩷㪫㪫㪚㩷㩿㪤㫌㫃㫋㫀㫇㫃㪼㩷㪸㫅㫊㫎㪼㫉㫊㩷㪸㫃㫃㫆㫎㪼㪻㪀
㪲㩷㪘㩷㪴㩷㫋㪿㪼㫐㩷㪿㪸㫍㪼㩷㪸㫇㫇㫉㫆㫇㫉㫀㪸㫋㪼㩷㪸㪺㪸㪻㪼㫄㫀㪺㩷㪹㪸㪺㫂㪾㫉㫆㫌㫅㪻㫊
㪲㩷㪙㩷㪴㩷㫋㪿㪼㫐㩷㪿㪸㫍㪼㩷㪸㫇㫇㫉㫆㫇㫉㫀㪸㫋㪼㩷㪼㫏㫇㪼㫉㫋㫀㫊㪼
㪲㩷㪚㩷㪴㩷㫋㪿㪼㫐㩷㪿㪸㫍㪼㩷㪼㫅㫆㫌㪾㪿㩷㪼㫏㫇㪼㫉㫀㪼㫅㪺㪼㩷㫀㫅㩷㫋㪼㪸㪺㪿㫀㫅㪾㩷㫀㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪸㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㪽㫀㪼㫃㪻㫊
㪲㩷㪛㩷㪴㩷㫋㪿㪼㫐㩷㪿㪸㫍㪼㩷㫎㫆㫉㫂㪼㪻㩷㪸㫋㩷㫋㪿㪼㩷㫉㪼㫃㪸㫋㪼㪻㩷㪻㪼㫇㪸㫉㫋㫄㪼㫅㫋㫊㩷
㪲㩷㪜㩷㪴㩷㫆㫋㪿㪼㫉㫊㩷
㪈
㪉
㪙
㪊
- 125 -
㪋
㪠㪠
㪏㩼
㪈㪎㩼
㪊㪌㩼
㪋㪇㩼
㪋㪇㩼
㪌㪇㩼
㪍㪇㩼
㪋㪇㩼
㪎㪇㩼
㪊㪇㩼
㪍㪏㩼
㪊㪇㩼
㪎㩼
㪐㪋㩼
㪈㩼
㪌㩼
㪏㪇㩼
㪈㪌㩼
㪌㩼
㪐㪌㩼
㪋㩼
㪈㩼
㪌㪇㩼
㪋㪌㩼
㪌㩼
㪎㪇㩼
㪉㪌㩼
㪌㩼
㪈㩼
㪠㪠㪠
㪠㪭
㪭
㪘㫅㫊㫎㪼㫉㫊
㪭㪠
㪠
㪭㪠㪠
㪭㪠㪠㪠
㪠㪯
㪯
㪯㪠
㪋㪏㩼
㪋㪉㩼
㪉㪉㩼
㪋㪋㩼
㪉㪊㩼
㪊㩼
㪈㪇㩼
㪉㪇㩼
㪍㪉㩼
㪏㪊㩼
㪈㪎㩼
㪌㪇㩼
㪉㪇㩼
㪊㪇㩼
㪈㪌㩼
㪌㩼
㪊㩼
㪏㪇㩼
㪈㪇㩼
㪈㪇㩼
㪘㪃㪙㪃㪚㪃㪛㪘㪃㪛㪘㪃㪛㪃㪜㪘㪃㪙㪃㪚㪃㪛㪘㪃㪛㪃㪜㪘㪃㪛㪘㪃㪚㪃㪛㪃㪜㪘㪃㪜
㪘㪃㪙㪃㪜㪘㪃㪛㪃㪜㪘㪃㪛
㪘㫅㫊㫎㪼㫉㫊㩷㫋㫆㩷㪦㫋㪿㪼㫉㫊㪑
㪈㪅㩷㪫㪿㪼㫐㩷㪸㫉㪼㩷㫀㫅㫋㪼㫉㪼㫊㫋㪼㪻㩷㫀㫅㩷㫃㪼㫊㫊㫆㫅㫊㩷㪸㫅㪻㩷㪿㪸㫍㪼㩷㪸㫄㪹㫀㫋㫀㫆㫅㩷㫋㫆㩷㫃㪼㪸㫉㫅㪅
㪉㪅㩷㪠㫋㩷㫀㫊㩷㫊㫋㫉㫆㫅㪾㫃㫐㩷㫉㪼㫈㫌㫀㫉㪼㪻㩷㫋㫆㩷㪺㪿㫆㫆㫊㪼㩷㫇㪼㫉㫊㫆㫅㩷㫋㪿㪸㫋㩷㫀㫊㩷㪸㫄㪹㫀㫋㫀㫆㫌㫊㩷㫋㫆㩷㫃㪼㪸㫉㫅㪅
㪊㪅㩷㪪㫋㪸㪽㪽㩷㫄㪼㫄㪹㪼㫉㩷㫎㪿㫆㩷㪺㪸㫅㩷㫎㫆㫉㫂㩷㫆㫍㪼㫉㫋㫀㫄㪼㪃㫃㫀㫂㪼㩷㫉㪼㫊㪼㪸㫉㪺㪿㫀㫅㪾㪃㪹㪼㩷㫉㪼㪽㫆㫉㫄㫀㫊㫋㪃㩷㪸㪺㫋㫀㫍㪼㪃㩷㪻㫆
㪾㫉㫆㫌㫇㩷㫎㫆㫉㫂㩷㪸㫅㪻㩷㪹㪼㩷㪸㫍㪸㫀㫃㪸㪹㫃㪼㩷㪽㫆㫉㩷㫀㫅㫃㪸㫅㪻㩷㪸㫅㪻㩷㪸㫃㫊㫆㩷㫀㫅㫋㪼㫉㫅㪸㫋㫀㫆㫅㪸㫃㩷㪺㪸㫊㪼㫊㪅
㪋㪅㩷㪟㪸㫍㪼㩷㫎㫀㫃㫃㫀㫅㪾㩷
㪌㪅㩷㪘㫇㫋㫅㪼㫊㫊㩷㫋㫆㩷㪾㫉㫆㫌㫇㩷㫎㫆㫉㫂㩷㪸㫅㪻㩷㫂㫅㫆㫎㫃㪼㪻㪾㪼㩷㪸㪹㫆㫌㫋㩷㪽㫆㫉㪼㫀㪾㫅㩷㫃㪸㫅㪾㫌㪸㪾㪼㪅
㪍㪅㩷㪫㪿㪼㩷㫋㪼㪸㪺㪿㪼㫉㫊㩷㫎㪿㫆㩷㪸㫉㪼㩷㪽㫆㫃㫃㫆㫎㫀㫅㪾㩷㫋㪿㪼㩷㪻㪼㫍㪼㫃㫆㫇㫄㪼㫅㫋㫊㩷㪸㪹㫆㫌㫋㩷㫋㪿㪼㫀㫉㩷㪹㫉㪸㫅㪺㪿㪼㫊
㪺㫃㫆㫊㪼㫃㫐㩷㪸㫅㪻㩷㪼㪸㪾㪼㫉㩷㫋㫆㩷㪸㫊㫊㫀㪾㫅㩷㫀㫅㩷㫍㪸㫉㫀㫆㫌㫊㩷㫇㫉㫆㫁㪼㪺㫋㫊㩷㫎㪼㫉㪼㩷㫊㪼㫃㪼㪺㫋㪼㪻㪅
㪧㫃㪼㪸㫊㪼㩷㫉㪸㫀㫊㪼㩷㪺㫆㫄㫄㪼㫅㫋㫊㩷㫆㪽㩷㫋㪼㪸㪺㪿㪼㫉㫊㩷㫎㪿㫆㩷㪿㪸㫍㪼㩷㫉㪼㪺㪼㫀㫍㪼㪻㩷㫋㪿㪼㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㪸㫋㩷㪫㪫㪚㪒
㪫㪿㪼㩷㪺㫆㫌㫉㫊㪼㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㪽㫆㫉㩷㪞
㪞㫉㪸㪻㪼㩷㪈㪇㩷㫎㪸㫊㩷㪿㪼㫃㫇㪽㫌㫃㩷㪽㫆㫉㩷㪺㫆㫅㪻㫌㪺㫋㫀㫅㪾㩷㫆㫉㩷㫇㫉㪼㫇㪸㫉㫀㫅㪾㩷㪽㫆㫉
㪼㪻㫌㪺㪸㫋㫀㫆㫅㩷㪸㫅㪻㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㫆㪽㩷㫀㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪸㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㫋㪼㪺㪿㫅㫆㫃㫆㪾㫀㪼㫊㩷㫀㫅㩷㫐㫆㫌㫉㩷㫊㪺㪿㫆㫆㫃㪖
㪲㩷㪘㩷㪴㩷㪪㫌㪽㪽㫀㪺㫀㪼㫅㫋
㪲㩷㪙㩷㪴㩷㪝㪸㫀㫉
㪲㩷㪚㩷㪴㩷㪥㫆㫋㩷㫊㫌㪽㪽㫀㪺㫀㪼㫅㫋
㪠㪽㩷㫅㫆㫋㩷㫊㫌㪽㪽㫀㪺㫀㪼㫅㫋㪃㩷㫀㫅㩷㫎㪿㫀㪺㪿㩷㪸㫊㫇㪼㪺㫋㫊㩷㫀㫋㩷㫎㪸㫊㩷㫅㫆㫋㩷㫊㫌㪽㪽㫀㪺㫀㪼㫅㫋㩷㩿㪤㫌㫃㫋㫀㫇㫃㪼㩷㪸㫅㫊㫎㪼㫉㫊㩷㪸㫃㫃㫆㫎㪼㪻㪀
㪲㩷㪘㩷㪴㩷㪫㫉㪸㫀㫅㫀㫅㪾㩷㪤㪸㫋㪼㫉㫀㪸㫃㫊
㪲㩷㪙㩷㪴㩷㪣㪼㪺㫋㫌㫉㪼
㪲㩷㪚㩷㪴㩷㪣㪸㪹㫆㫉㪸㫋㫆㫉㫀㪼㫊
㪲㩷㪛㩷㪴㩷㪣㪼㫅㪾㫋㪿㩷㫆㪽㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㫋㪼㫉㫄
㪲㩷㪜㩷㪴㩷㪦㫋㪿㪼㫉
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㪘㩷
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㪚
㪘
㪛㪃㪜
㪜
㪙㪃㪜㪛㪃㪜
㪙㪃㪜
㪘㪃㪚㪃㪛㪃㪜
㪘㪃㪙㪃㪜
㪈㪅㩷㪠㫋㩷㫊㪿㫆㫌㫃㪻㩷㪹㪼㩷㫇㫉㫆㫍㫀㪻㪼㪻㩷㫋㪿㪸㫋㩷㫋㪿㪼㩷㪺㫆㫌㫉㫊㪼㩷㫋㪼㪸㪺㪿㪼㫉㫊㩷㫄㪸㫂㪼㩷㫇㫉㪼㫇㪸㫉㪸㫋㫀㫆㫅㫊㩷㪹㪼㪽㫆㫉㪼㩷㫃㪼㫊㫊㫆㫅㫊㪅
㪉㪅㩷㪫㫉㪸㫀㫅㫀㫅㪾㩷㫋㫀㫄㪼㩷㫀㫊㩷㫃㫆㫅㪾㪼㫉㩷㫋㪿㪸㫅㩷㫅㫆㫉㫄㪸㫃㫃㫐㩷㩷㫉㪼㫈㫌㫀㫉㪼㪻㩷㪸㫅㪻㩷㪿㪸㪻㩷㪻㫀㪽㪽㪼㫉㪼㫅㫋㩷㪼㪽㪽㪼㪺㫋㫊㩷㫆㫅
㫋㪼㪸㪺㪿㪼㫉㫊㪅㩷㪫㫉㪸㫀㫅㫀㫅㪾㩷㫆㫅㩷㫋㪿㪼㩷㫊㪸㫄㪼㩷㪹㫉㪸㫅㪺㪿㩷㪸㫊㩷㫆㫎㫅㩷㫀㫊㩷㫋㪿㫆㫌㪾㫋㩷㫋㫆㩷㪹㪼㩷㫌㫅㫅㪼㪺㪼㫊㫊㪸㫉㫐㩷㪹㫐
㫋㪼㪸㪺㪿㪼㫉㫊㪅
㪊㪅㩷㪫㪿㪼㩷㫊㫌㪹㫁㪼㪺㫋㫊㩷㫆㪽㩷㫃㪼㫊㫊㫆㫅㫊㩷㫊㪿㫆㫌㫃㪻㩷㪹㪼㩷㫃㪼㫍㪼㫃㫃㪼㪻㩷㪸㪺㪺㫆㫉㪻㫀㫅㪾㩷㫋㫆㩷㫋㪿㪼㩷㪹㫉㪸㫅㪺㪿㩷㫆㪽
㫋㪼㪸㪺㪿㪼㫉㫊㩷㫎㪿㫆㩷㪸㫉㪼㩷㫋㪸㫂㫀㫅㪾㩷㫋㪿㪼㫊㪼㩷㫃㪼㫊㫊㫆㫅㫊㪅㩷㪠㪽㩷㫇㫆㫊㫊㫀㪹㫃㪼㪃㩷㪸㫇㫇㫉㫆㫇㫉㫀㪸㫋㪼㩷㫃㪼㫊㫊㫆㫅㫊㩷㫊㪿㫆㫌㫃㪻㩷㪹㪼
㫊㪼㫃㪼㪺㫋㪼㪻㩷㫀㫅㩷㫃㫆㪺㪸㫃㩷㫊㪼㫉㫍㫀㪺㪼㩷㫋㫉㪸㫀㫅㫀㫅㪾㪅
㪋㪅㩷㪫㪿㪼㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㪻㪼㫍㫀㪺㪼㫊㩷㫀㫅㩷㫊㪺㪿㫆㫆㫃㫊㩷㪸㫉㪼㩷㪻㫀㪽㪽㪼㫉㪼㫅㫋㩷㪽㫉㫆㫄㩷㪼㪸㪺㪿㩷㫆㫋㪿㪼㫉㪅
㪌㪅㩷㪫㫆㫆㩷㫄㫌㪺㪿㩷㫀㫅㪽㫆㫉㫄㪸㫋㫀㫆㫅㩷㫀㫊㩷㫊㫈㫌㪼㪼㫑㪼㪻㩷㫀㫅㫋㫆㩷㫃㫀㫄㫀㫋㪼㪻㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㫋㫀㫄㪼㪅
㪍㪅㪣㪸㪺㫂㩷㫆㪽㩷㪻㫆㪺㫌㫄㪼㫅㫋㫊㪅
㪎㪅㩷㪸㪀㪫㪿㪼㫉㪼㩷㫀㫊㩷㫅㫆㫋㩷㪼㫈㫌㫀㫍㪸㫃㪼㫅㪺㪼㩷㪹㪼㫋㫎㪼㪼㫅㩷㫋㫎㫆㩷㪺㫆㫌㫉㫊㪼㫊㩷㫎㪿㫀㪺㪿㩷㪸㫉㪼㩷㪸㫊㫊㪼㫄㪹㫃㪼㪻㩷㫀㫅
㪢㫆㫅㫐㪸㩷㪸㫅㪻㩷㪠㫑㫄㫀㫉㪅
㪹㪀㪫㪿㪼㩷㫋㫀㫄㪼㩷㫎㪿㫀㪺㪿㩷㫎㪼㫉㪼㩷㪻㪼㪺㫀㪻㪼㪻㩷㪽㫆㫉㩷㫃㪼㫊㫊㫆㫅㫊㩷㫎㪼㫉㪼㩷㫀㫅㫊㫌㪽㪽㫀㪺㫀㪼㫅㫋㪅㩷㪝㫆㫉㩷㪼㫏㪸㫄㫇㫃㪼㩷㪫㪿㪼
㫃㪼㫊㫊㫆㫅㩷㫅㪸㫄㪼㪻㩷㪸㫊㩷㪤㫀㪺㫉㫆㪻㪼㫋㪼㪺㫋㫆㫉㩷㫀㫊㩷㫅㫆㫉㫄㪸㫃㫃㫐㩷㫋㪸㫂㪼㫅㩷㪈㩷㪸㪺㪸㪻㪼㫄㫀㪺㩷㫐㪼㪸㫉㩷㪹㫌㫋㩷㫀㫅㩷㫋㪿㫀㫊
㫇㫉㫆㪾㫉㪸㫄㩷㫀㫋㩷㩷㫋㫆㫆㫂㩷㫁㫌㫊㫋㩷㫆㫅㫃㫐㩷㪊㪇㩷㪿㫆㫌㫉㫊㪅㩿㩷㪘㫃㫃㩷㫃㪼㫊㫊㫆㫅㫊㩷㫎㪼㫉㪼㩷㪸㫇㫇㫉㫆㫏㫀㫄㪸㫋㪼㫃㫐㩷㫋㪸㫂㪼㫅㩷㫊㪿㫆㫉㫋
㫋㫀㫄㪼㩷㪸㫅㪻㩷㫀㫅㫊㫌㪽㪽㫀㪺㫀㪼㫅㫋㪅
㪫㪿㪼㩷㪺㫆㫌㫉㫊㪼㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㪽㫆㫉㩷㪞
㪞㫉㪸㪻㪼㩷㪈㪈㩷㫎㪸㫊㩷㪿㪼㫃㫇㪽㫌㫃㩷㪽㫆㫉㩷㪺㫆㫅㪻㫌㪺㫋㫀㫅㪾㩷㫆㫉㩷㫇㫉㪼㫇㪸㫉㫀㫅㪾㩷㪽㫆㫉
㪼㪻㫌㪺㪸㫋㫀㫆㫅㩷㪸㫅㪻㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㫆㪽㩷㫀㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪸㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㫋㪼㪺㪿㫅㫆㫃㫆㪾㫀㪼㫊㩷㫀㫅㩷㫐㫆㫌㫉㩷㫊㪺㪿㫆㫆㫃㪖
㪲㩷㪘㩷㪴㩷㪪㫌㪽㪽㫀㪺㫀㪼㫅㫋
㪲㩷㪙㩷㪴㩷㪝㪸㫀㫉
㪲㩷㪚㩷㪴㩷㪥㫆㫋㩷㫊㫌㪽㪽㫀㪺㫀㪼㫅㫋
㪠㪽㩷㫅㫆㫋㩷㫊㫌㪽㪽㫀㪺㫀㪼㫅㫋㪃㩷㫀㫅㩷㫎㪿㫀㪺㪿㩷㪸㫊㫇㪼㪺㫋㫊㩷㫀㫋㩷㫎㪸㫊㩷㫅㫆㫋㩷㫊㫌㪽㪽㫀㪺㫀㪼㫅㫋㩷㩿㪤㫌㫃㫋㫀㫇㫃㪼㩷㪸㫅㫊㫎㪼㫉㫊㩷㪸㫃㫃㫆㫎㪼㪻㪀
㪲㩷㪘㩷㪴㩷㪫㫉㪸㫀㫅㫀㫅㪾㩷㪤㪸㫋㪼㫉㫀㪸㫃㫊
㪲㩷㪙㩷㪴㩷㪣㪼㪺㫋㫌㫉㪼
㪲㩷㪛㩷㪴㩷㪣㪼㫅㪾㫋㪿㩷㫆㪽㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㫋㪼㫉㫄
㪲㩷㪜㩷㪴㩷㪦㫋㪿㪼㫉
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㪙㪃㪛㪃㪜㪘㪃㪙㪃㪜㪙㪃㪛㪙㪃㪚
㪘㪃㪚㪃㪜
㪛㪃㪜
㪈㪅㪠㫋㩷㫊㪿㫆㫌㫃㪻㩷㪹㪼㩷㫇㫉㫆㫍㫀㪻㪼㪻㩷㫋㫆㩷㫌㫊㪼㩷㫋㪿㪼㩷㪺㫆㫌㫉㫊㪼㩷㫋㫀㫄㪼㩷㪼㪽㪽㪼㪺㫋㫀㫍㪼㫃㫐㩷㪸㫅㪻㩷㫋㪿㪼㩷㪻㫌㫉㪸㫋㫀㫆㫅㩷㫆㪽
㫃㪼㫊㫊㫆㫅㫊㩷㫊㪿㫆㫌㫃㪻㩷㪹㪼㩷㫄㪸㪻㪼㩷㪸㪺㪺㪼㫇㫋㪸㪹㫃㪼㩷㪸㪺㪺㫆㫉㪻㫀㫅㪾㩷㫋㫆㩷㫉㪼㫈㫌㫀㫉㪼㫄㪼㫅㫋㫊㪅
㪉㪅㪫㫉㪸㫀㫅㫀㫅㪾㩷㫋㫀㫄㪼㩷㫀㫊㩷㫃㫆㫅㪾㪼㫉㩷㫋㪿㪸㫅㩷㫅㫆㫉㫄㪸㫃㫃㫐㩷㩷㫉㪼㫈㫌㫀㫉㪼㪻㩷㪸㫅㪻㩷㪿㪸㪻㩷㪻㫀㪽㪽㪼㫉㪼㫅㫋㩷㪼㪽㪽㪼㪺㫋㫊㩷㫆㫅
㫋㪼㪸㪺㪿㪼㫉㫊㪅㩷㪫㫉㪸㫀㫅㫀㫅㪾㩷㫆㫅㩷㫋㪿㪼㩷㫊㪸㫄㪼㩷㪹㫉㪸㫅㪺㪿㩷㪸㫊㩷㫆㫎㫅㩷㫀㫊㩷㫋㪿㫆㫌㪾㫋㩷㫋㫆㩷㪹㪼㩷㫌㫅㫅㪼㪺㪼㫊㫊㪸㫉㫐㩷㪹㫐
㫋㪼㪸㪺㪿㪼㫉㫊㪅㩷㪝㫆㫉㩷㫊㫆㫄㪼㩷㫆㪽㩷㫋㪿㪼㩷㫃㪼㫊㫊㫆㫅㫊㩷㫋㪿㪼㩷㪻㫌㫉㪸㫋㫀㫆㫅㩷㫆㪽㩷㫃㪼㫊㫊㫆㫅㫊㩷㫊㪿㫆㫌㫃㪻㩷㪹㪼㩷㫃㪼㫅㪾㫋㪿㪼㫅
㫄㫆㫉㪼㪅
㪊㪅㩷㪫㪿㪼㩷㫊㫌㪹㫁㪼㪺㫋㫊㩷㫆㪽㩷㫃㪼㫊㫊㫆㫅㫊㩷㫊㪿㫆㫌㫃㪻㩷㪹㪼㩷㫃㪼㫍㪼㫃㫃㪼㪻㩷㪸㪺㪺㫆㫉㪻㫀㫅㪾㩷㫋㫆㩷㫋㪿㪼㩷㪹㫉㪸㫅㪺㪿㩷㫆㪽
㫋㪼㪸㪺㪿㪼㫉㫊㩷㫎㪿㫆㩷㪸㫉㪼㩷㫋㪸㫂㫀㫅㪾㩷㫋㪿㪼㫊㪼㩷㫃㪼㫊㫊㫆㫅㫊㪅㩷㪠㪽㩷㫇㫆㫊㫊㫀㪹㫃㪼㪃㩷㪸㫇㫇㫉㫆㫇㫉㫀㪸㫋㪼㩷㫃㪼㫊㫊㫆㫅㫊㩷㫊㪿㫆㫌㫃㪻㩷㪹㪼
㫊㪼㫃㪼㪺㫋㪼㪻㩷㫀㫅㩷㫃㫆㪺㪸㫃㩷㫊㪼㫉㫍㫀㪺㪼㩷㫋㫉㪸㫀㫅㫀㫅㪾㪅
㪋㪅㩷㪫㪿㪼㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㪻㪼㫍㫀㪺㪼㫊㩷㫀㫅㩷㫊㪺㪿㫆㫆㫃㫊㩷㪸㫉㪼㩷㪻㫀㪽㪽㪼㫉㪼㫅㫋㩷㪽㫉㫆㫄㩷㪼㪸㪺㪿㩷㫆㫋㪿㪼㫉
㪌㪅㩷㪣㪸㪺㫂㩷㫆㪽㩷㪻㫆㪺㫌㫄㪼㫅㫋㫊㪅
㪍㪅㩷㪝㫆㫉㩷㪺㫆㫅㫊㫆㫃㫀㪻㪸㫋㫀㫅㪾㩷㪸㫅㪻㩷㫉㪼㫅㪼㫎㫀㫅㪾㩷㫂㫅㫆㫎㫃㪼㪻㪾㪼㩷㫋㫆㩷㫋㪸㫂㪼㩷㪺㫆㫌㫉㫊㪼㩷㪽㫆㫉㩷㪸㩷㫄㫆㫅㫋㪿㩷㫀㫊㩷㫄㫆㫉㪼
㫊㫌㫀㫋㪸㪹㫃㪼㩷㫋㪿㪸㫅㩷㫋㫆㩷㫋㪸㫂㪼㩷㪺㫆㫌㫉㫊㪼㩷㪽㫆㫉㩷㪊㩷㫄㫆㫅㫋㪿㫊㪅㩿㪽㫆㫉㩷㪼㫏㪸㫄㫇㫃㪼㩷㪉㩷㫋㪼㫉㫄㩷㫀㫅㩷㪸㩷㫐㪼㪸㫉㪀
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㪛㫆㩷㫋㪿㪼㩷㫋㫉㪸㫀㫅㪼㪼㫊㩷㫎㫀㫊㪿㩷㫋㫆㩷㫋㪸㫂㪼㩷㫆㫋㪿㪼㫉㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㪺㫆㫌㫉㫊㪼㫊㩷㫎㪿㫀㪺㪿㩷㫋㪿㪼㫐㩷㪸㫉㪼㩷㫅㫆㫋㩷㫀㫅㩷㪺㪿㪸㫉㪾㪼㪖
㩿㪝㫆㫉㩷㪼㫏㪸㫄㫇㫃㪼㪃㩷㫋㪼㪸㪺㪿㪼㫉㫊㩷㫎㪿㫆㩷㪸㫉㪼㩷㫀㫅㩷㪺㪿㪸㫉㪾㪼㩷㫆㪽㩷㫄㪸㪺㪿㫀㫅㪼㫉㫐㩷㫊㫌㪹㫁㪼㪺㫋㫊㩷㫎㫀㫊㪿㩷㫋㫆㩷㫋㪸㫂㪼㩷㪸
㫋㫉㪸㫀㫅㫀㫅㪾㩷㪺㫆㫌㫉㫊㪼㩷㪽㫆㫉㩷㪼㫃㪼㪺㫋㫉㫆㫅㫀㪺㩷㫊㫌㪹㫁㪼㪺㫋㫊㪖㪀
㪲㩷㪘㩷㪴㩷㪰㪼㫊㪃㩷㫋㪿㪼㫐㩷㫎㫀㫊㪿㩷㫋㫆㩷㫋㪸㫂㪼㩷㫍㪸㫉㫀㫆㫌㫊㩷㪺㫆㫌㫉㫊㪼㫊㩷㫍㪼㫉㫐㩷㫄㫌㪺㪿㪅㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷䇭㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷㩷
㪲㩷㪙㩷㪴㩷㪥㫆㪃㩷㫋㪿㪼㫐㩷㪻㫆㩷㫅㫆㫋㩷㫎㫀㫊㪿㩷㫌㫊㫌㪸㫃㫃㫐㪅
㪲㩷㪚㩷㪴㩷㪥㫆㪃㩷㫋㪿㪼㫐㩷㪻㫆㩷㫅㫆㫋㩷㫅㪼㪼㪻㩷㫋㫆㩷㫋㪸㫂㪼㩷㪻㫀㪽㪽㪼㫉㪼㫅㫋㩷㪺㫆㫌㫉㫊㪼㫊㪅
㪠㫅㩷㫎㪿㫀㪺㪿㩷㪽㫀㪼㫃㪻㫊㩷㪻㫆㩷㫐㫆㫌㩷㫋㪿㫀㫅㫂㩷㫋㪿㪼㩷㫋㪼㪸㪺㪿㪼㫉㫊㩷㫅㪼㪼㪻㩷㫋㫆㩷㪹㪼㩷㫋㫉㪸㫀㫅㪼㪻㩷㪼㫊㫇㪼㪺㫀㪸㫃㫃㫐㪖㩷㩿㪤㫌㫃㫋㫀㫇㫃㪼
㪸㫅㫊㫎㪼㫉㫊㩷㪸㫃㫃㫆㫎㪼㪻㪀
㪲㩷㪘㩷㪴㩷㪫㪼㪺㪿㫅㫀㪺㪸㫃㩷㫂㫅㫆㫎㫃㪼㪻㪾㪼㩷㫆㫅㩷㫋㪿㪼㩷㫊㫌㪹㫁㪼㪺㫋㫊
㪲㩷㪙㩷㪴㩷㪫㪼㪸㪺㪿㫀㫅㪾㩷㫄㪼㫋㪿㫆㪻㫊㩷㫆㫅㩷㫋㪿㪼㩷㫊㫌㪹㫁㪼㪺㫋㫊
㪲㩷㪚㩷㪴㩷㪦㫋㪿㪼㫉㫊㩷㩿㫇㫃㪼㪸㫊㪼㩷㫊㫋㪸㫋㪼㩷㫋㪿㪼㩷㪽㫀㪼㫃㪻㫊㩷㫊㫇㪼㪺㫀㪽㫀㪺㪸㫃㫃㫐㩷㫋㪿㪸㫋㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㪸㫉㪼㩷㫅㪼㪼㪻㪼㪻㪀
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㪘㪃㪙
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㪘㪃㪚
㪘㪃㪙㪃㪚㪘㪃㪙㪃㪚㪘
㪈㪅㩷㪠㫋㩷㫀㫊㩷㪹㪼㫋㫋㪼㫉㩷㫋㫆㩷㪾㫀㫍㪼㩷㪸㫅㩷㪼㪻㫌㪺㪸㫋㫀㫆㫅㩷㫎㪿㫀㪺㪿㩷㫀㫊㩷㪹㪸㫊㪼㪻㩷㫆㫅㩷㫇㫉㪸㪺㫋㫀㪺㪸㫃㩷㫃㪼㪸㫉㫅㫀㫅㪾㪅㩷㪚㪥㪚
㫋㫉㪸㫀㫅㫀㫅㪾㩷㫀㫊㩷㫅㪼㪼㪻㪼㪻㪅㩷㪚㪠㪤㩷㪣㪸㪹㫆㫉㪸㫋㫆㫉㫐㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㫀㫊㩷㫅㪼㪼㪻㪼㪻㪅
㪉㪅㩷㪝㫆㫉㪼㫀㪾㫅㩷㫃㪸㫅㪾㫌㪸㪾㪼㩷㫋㫉㪸㫀㫅㫀㫅㪾
㪊㪅㩷㪫㪿㪼㩷㫇㫉㫆㪺㪼㫊㫊㩷㫀㫅㩷㪺㪸㫉㫉㫐㫀㫅㪾㩷㫆㫌㫋㩷㫋㪿㪼㩷㫇㫉㫆㫁㪼㪺㫋㩷㪸㫅㪻㩷㫀㫋㫊㩷㪻㪼㫊㫀㪾㫅㪸㫋㫀㫆㫅㪅㩷
㪋㪅㩷㪫㪿㪼㩷㪸㫇㫇㫃㫀㪺㪸㫋㫀㫆㫅㩷㪺㪸㫅㩷㪹㪼㩷㫄㫆㫉㪼㩷㪽㫉㫌㫀㫋㪽㫌㫃㩷㫀㪽㩷㫄㪸㪻㪼㩷㪸㩷㪻㪼㫍㪼㫃㫆㫇㫄㪼㫅㫋㩷㫇㫉㫆㫁㪼㪺㫋㩷㫎㫆㫉㫂
㪸㪹㫆㫌㫋㩷㫊㫌㪹㫁㪼㪺㫋㫊㪅
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㪤㪸㫅㪸㪾㪼㫄㪼㫅㫋㩷㫆㪽㩷㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪘㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㪛㪼㫇㪸㫉㫋㫄㪼㫅㫋
㪛㫆㩷㪞㫉㪸㪻㪼㩷㪈㪇㩷㪺㫃㪸㫊㫊㪼㫊㩷㫆㪽㩷㫋㪿㪼㩷㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪘㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㪛㪼㫇㪸㫉㫋㫄㪼㫅㫋㩷㪾㫆㩷㫎㪼㫃㫃㪖㩷㩿㪦㫅㫃㫐㩷㪽㫆㫉
㫊㪺㪿㫆㫆㫃㫊㩷㫀㫅㩷㫋㪿㪼㩷㪽㫀㫉㫊㫋㩷㪾㫉㫆㫌㫇㪀
㪲㩷㪘㩷㪴㩷㪾㫆㫆㪻
㪲㩷㪙㩷㪴㩷㪿㪸㫍㪼㩷㪸㩷㪽㪼㫎㩷㫋㫉㫆㫌㪹㫃㪼㫊䇭䇭䇭䇭䇭䇭
㪲㩷㪚㩷㪴㩷㪿㪸㫍㪼㩷㫄㪸㫅㫐㩷㫋㫉㫆㫌㪹㫃㪼㫊
㪠㪽㩷㫐㫆㫌㩷㪿㪸㫍㪼㩷㫋㫉㫆㫌㪹㫃㪼㫊㪃㩷㫀㫅㩷㫎㪿㫀㪺㪿㩷㪸㫊㫇㪼㪺㫋㫊㩷㫐㫆㫌㩷㪿㪸㫍㪼㪖㩷㩿㪤㫌㫃㫋㫀㫇㫃㪼㩷㪸㫅㫊㫎㪼㫉㫊㩷㪸㫃㫃㫆㫎㪼㪻㪀
㪲㩷㪘㩷㪴㩷㪧㫉㪼㫇㪸㫉㪸㫋㫀㫆㫅㩷㫆㪽㩷㪫㫉㪸㫀㫅㫀㫅㪾㩷㪤㪸㫋㪼㫉㫀㪸㫃㫊
㪲㩷㪙㩷㪴㩷㪫㪼㪺㪿㫅㫀㪺㪸㫃㩷㫂㫅㫆㫎㫃㪼㪻㪾㪼
㪲㩷㪛㩷㪴㩷㪦㫋㪿㪼㫉
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㪈㪅㩷㪦㫎㫀㫅㪾㩷㫋㫆㩷㪼㫏㪸㫄㫀㫅㪸㫋㫀㫆㫅㩷㫊㫐㫊㫋㪼㫄㩷㫋㪿㪼㩷㫈㫌㪸㫃㫀㫋㫐㩷㫆㫊㩷㫊㫋㫌㪻㪼㫅㫋㫊㩷㫀㫊㩷㫌㫅㪻㪼㫉㩷㫃㪼㫍㪼㫃㩷㪸㫅㪻㩷㫀㫋
㫄㪸㫂㪼㫊㩷㫇㫉㫆㪹㫃㪼㫄㫊㩷㫀㫅㩷㪼㪻㫌㪺㪸㫋㫀㫆㫅㩷㫊㫐㫊㫋㪼㫄㪅
㪉㪅㩷㪫㪿㪼㫉㪼㩷㪸㫉㪼㫅㫋㩷㪸㫅㫐㩷㩷㪻㪼㫍㫀㪺㪼㫊㩷㪸㫅㪻㩷㩷㫋㪸㪹㫃㪼㫊㩷㫋㫆㩷㪹㪼㩷㫌㫊㪼㪻㩷㫀㫅㩷㫃㪸㪹㫆㫉㪸㫋㫆㫉㫀㪼㫊㩷
㪊㪅㩷㪸㪀㩷㪫㪿㪼㩷㫎㫆㫉㫂㪹㪼㫅㪺㪿㫊㩷㫎㪿㫀㪺㪿㩷㪸㫉㪼㩷㫌㫊㪼㪻㩷㫀㫅㩷㪹㪸㫊㫀㪺㩷㫄㪼㪺㪿㪸㫅㫀㪺㩷㫎㫆㫉㫂㫊㪿㫆㫇㫊㩷㪿㪸㫍㪼
㪺㫆㫄㫇㫃㪼㫋㪼㫃㫐㩷㫅㫆㫋㩷㪸㫉㫉㫀㫍㪼㪻㩷㫐㪼㫋㪅㩷㪮㪼㩷㪸㫉㪼㩷㫋㪸㫂㫀㫅㪾㩷㪺㫃㪸㫊㫊㪼㫊㩷㫀㫅㩷㪤㪸㪺㪿㫀㫅㪼㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫀㪼㫊㩷㪝㫀㪼㫃㪻
㫋㫆㩷㪽㫀㫅㫀㫊㪿㫀㫅㪾㩷㫎㫆㫉㫂㫊㪿㫆㫇㪅㩷㪠㫅㩷㫋㪿㪼㩷㫊㪼㪺㫆㫅㪻㩷㫊㪼㫄㪼㫊㫋㪼㫉㪃㩷㫎㪼㩷㪸㫉㪼㩷㫀㫅㩷㪸㩷㪻㫀㪽㪽㫀㪺㫌㫃㫋㩷㫇㫆㫊㫀㫋㫀㫆㫅
㪹㪼㪺㪸㫌㫊㪼㩷㫎㪼㩷㫎㫀㫃㫃㩷㫌㫊㪼㩷㫃㪸㫋㪿㪼㩷㪸㫅㪻㩷㫄㫀㫃㫃㫀㫅㪾㩷㫄㪸㪺㪿㫀㫅㪼㩷㫎㫆㫉㫂㫊㪿㫆㫇㫊㩷㫊㪿㪸㫉㪼㪻㩷㫎㫀㫋㪿㩷㪺㫃㪸㫊㫊㪼㫊㪅
㪫㪿㪼㩷㫊㫋㫌㪻㪼㫅㫋㫊㩷㫋㪸㫂㪼㩷㫋㪼㪺㪿㫅㫀㪺㪸㫃㩷㪺㫃㪸㫊㫊㪼㫊㩷㫀㫅㩷㫋㪿㪼㫀㫉㩷㫆㫎㫅㩷㪽㫀㪼㫃㪻㩷㪺㫃㪸㫊㫊㫉㫆㫆㫄㩷㪸㫅㪻㩷㫋㪿㪼㫅㩷㫋㪿㪼㫐
㫋㪸㫂㪼㩷㫇㫉㪸㪺㫋㫀㪺㪼㩷㫃㪼㫊㫊㫆㫅㫊㩷㫀㫅㩷㫎㫆㫉㫂㫊㪿㫆㫇㫊㪅
㪹㪀㩷㪠㫅㩷㪹㪸㫊㫀㪺㩷㫀㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪸㫇㫇㫃㫀㪺㪸㫋㫀㫆㫅㫊㪃㩷㫋㪿㪼㫉㪼㩷㪸㫉㪼㩷㫅㫆㫋㩷㪸㫅㫐㩷㪺㫆㫅㫍㪼㫅㫀㪼㫅㫋㩷㪻㪼㫊㫂㫊㩷㫀㫅
㫃㪸㪹㫆㫉㪸㫋㫆㫉㫀㪼㫊㪃㩷㫊㫆㩷㫋㪿㪼㩷㫃㪼㫊㫊㫆㫅㫊㩷㪺㪸㫅㫅㫆㫋㩷㫋㪸㫂㪼㩷㫇㫃㪸㪺㪼㩷㪼㪽㪽㪼㪺㫋㫀㫍㪼㫃㫐㪅㩷㫎㪼㩷㪸㫉㪼㩷㫌㫊㫀㫅㪾㩷㫋㪿㪼
㪻㪼㫊㫂㫊㩷㫀㫅㩷㫊㪺㪿㫆㫆㫃㩷㫎㪿㫀㪺㪿㩷㪸㫉㪼㩷㫆㫌㫋㩷㫆㪽㩷㫌㫊㪼㪅
㪺㪀㩷㪮㫆㫉㫂㫊㪿㫆㫇㫊㩷㪽㫆㫉㩷㪈㪈㩷㪸㫅㪻㩷㪈㪉㩷㪞㫉㪸㪻㪼㩷㫎㪼㫉㪼㩷㫊㪼㫋㩷㫌㫇㩷㪹㫌㫋㩷㪈㪇㩷㪞㫉㪸㪻㪼㩷㪿㪸㫊㩷㫅㫆㩷㫎㫆㫉㫂㫊㪿㫆㫇㫊
㫊㪼㫋㩷㫌㫇㩷㫐㪼㫋㪅
㪋㪅㩷㪛㪼㫊㫇㫀㫋㪼㩷㫋㪿㪼㩷㪽㪸㪺㫋㩷㫋㪿㪸㫋㩷㫆㫌㫉㩷㫊㪺㪿㫆㫆㫃㩷㪿㪸㫊㩷㪈㪇㪅㩷㫃㪼㫍㪼㫃㩷㪹㫌㫋㩷㫀㫊㫅㫋㩷㫀㫅㪺㫃㫌㪻㪼㪻㩷㫋㫆㩷㪽㫀㫉㫊㫋
㫀㫅㫊㫋㪸㫃㫃㪸㫋㫀㫆㫅㩷㪾㫉㫆㫌㫇㩷㫋㪿㪼㩷㪼㪻㫌㪺㪸㫋㫀㫆㫅㩷㫀㫊㩷㪺㫆㫅㫋㫀㫅㫌㫀㫅㪾㪅
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㪌㪅㩷㪘㫇㫇㫃㫀㪺㪸㫋㫀㫆㫅㩷㫀㫊㩷㫅㫆㫋㩷㫋㫆㫌㪺㪿㪼㪻㩷㫆㫅㩷㪻㪼㪼㫇㫃㫐㩷㫆㫅㩷㫄㫆㪻㫌㫃㪼㫊㪅
㪍㪅㩷㪙㪼㪺㪸㫌㫊㪼㩷㫆㪽㩷㫋㪿㪼㩷㪽㪸㪺㫋㩷㫋㪿㪸㫋㩷㫋㪿㪼㩷㪺㫆㫅㫋㪼㫅㫋㫊㩷㫆㪽㩷㫄㫆㪻㪼㫃㫊㩷㩷㪽㫆㪺㫌㫊㩷㫆㫅㩷㫋㪿㪼㫆㫉㪼㫋㫀㪺
㫀㫅㪽㫆㫉㫄㪸㫋㫀㫆㫅㩷㪸㫅㪻㩷㫋㪿㪼㫉㪼㩷㪸㫉㪼㩷㪸㩷㪽㪼㫎㩷㪸㫇㫇㫃㫀㪺㪸㫋㫀㫆㫅㫊㩷㫆㫅㩷㫄㫆㪻㫌㫃㪼㫊㪃㩷㫋㪿㪼㩷㫊㫋㫌㪻㪼㫅㫋㫊㩷㫋㪸㫂㪼㩷㫃㪼㫊㫊
㪸㫋㫋㪼㫅㫋㫀㫆㫅㩷㫋㫆㩷㫃㪼㫊㫊㫆㫅㫊㪅
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㪘㫉㪼㩷㫆㫌㫋㪺㫆㫄㪼㫊㩷㪽㫉㫆㫄㩷㫋㪿㪼㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㫊㪿㪸㫉㪼㪻㩷㪸㫄㫆㫅㪾㩷㫆㫋㪿㪼㫉㩷㫋㪼㪸㪺㪿㪼㫉㫊㩷㫀㫅㩷㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃
㪘㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㪛㪼㫇㪸㫉㫋㫄㪼㫅㫋㪖
㪲㩷㪘㩷㪴㩷㪝㫉㪼㫈㫌㪼㫅㫋㫃㫐
㪲㩷㪙㩷㪴㩷㪘㩷㪽㪼㫎㩷㫋㫀㫄㪼㫊
㪲㩷㪚㩷㪴㩷㪥㫆㫅㪼
㪠㪽㩷㫅㫆㫋㪃㩷㫇㫃㪼㪸㫊㪼㩷㫊㫋㪸㫋㪼㩷㫉㪼㪸㫊㫆㫅㩷㫎㪿㫐㩷㫋㪿㪼㩷㫆㫌㫋㪺㫆㫄㪼㫊㩷㪸㫉㪼㩷㫅㫆㫋㩷㫊㪿㪸㫉㪼㪻㩷㫎㫀㫋㪿㩷㫆㫋㪿㪼㫉㩷㫋㪼㪸㪺㪿㪼㫉㫊
㪫㪿㪼㩷㫊㫂㫀㫃㫃㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㪸㫋㩷㪽㫀㫉㫄㫊㩷㫀㫅㩷㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪘㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㪛㪼㫇㪸㫉㫋㫄㪼㫅㫋㪑
㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪺㪿㪸㫉㪸㪺㫋㪼㫉㫀㫊㫋㫀㪺㩷㫀㫅㩷㫐㫆㫌㫉㩷㫉㪼㪾㫀㫆㫅㪑
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㪩㪼㪸㫊㫆㫅㫊㩷㫆㫌㫋㫋㪺㫆㫄㪼㫊㩷㪸㫉㪼㩷㫅㫆㫋㩷㫊㪿㪸㫉㪼㪻㪑
㪈㪅㩷㪫㪼㪸㪺㪿㪼㫉㫊㩷㫎㪿㫆㩷㪸㫉㪼㩷㫉㪼㫊㫇㫆㫅㫊㫀㪹㫃㪼㩷㪽㫆㫉㩷㫋㪿㫀㫊㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㪸㫉㪼㪸㩷㪿㪸㫍㪼㩷㫋㫆㫆㩷㫄㪸㫅㫐㩷㫃㪼㫊㫊㫆㫅㫊
㪸㫅㪻㩷㫀㫋㩷㫀㫊㩷㪻㫀㪽㪽㫀㪺㫌㫃㫋㩷㫋㫆㩷㪽㫀㫅㪻㩷㪸㫅㩷㪸㫇㫇㫉㫆㫇㫉㫀㪸㫋㪼㩷㫋㫀㫄㪼㩷㫋㫆㩷㫎㫆㫉㫂㩷㫋㫆㪾㪼㫋㪿㪼㫉㪅
㪉㪅㩷㪣㪼㫊㫊㫆㫅㩷㫄㪸㫋㪼㫉㫀㪸㫃㫊㩷㫀㫅㩷㫊㪺㪿㫆㫆㫃㩷㫎㪿㪼㫉㪼㩷㫋㪿㪼㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㫋㪸㫂㪼㩷㫇㫃㪸㪺㪼㪃㩷㪸㫅㪻㩷㫃㪼㫊㫊㫆㫅㩷㫄㪸㫋㪼㫉㫀㪸㫃㫊
㫀㫅㩷㪈㪇㩷㫊㪺㪿㫆㫆㫃㫊㩷㫎㪿㫀㪺㪿㩷㪸㫉㪼㩷㫆㫇㪼㫅㪼㪻㩷㫃㪸㫋㪼㫃㫐㩷㪸㫉㪼㩷㪻㫀㪽㪽㪼㫉㪼㫅㫋㩷㪽㫉㫆㫄㩷㪼㪸㪺㪿㩷㫆㫋㪿㪼㫉㫊㪅㩷㪝㫆㫉
㪼㫏㪸㫄㫇㫃㪼㪃㩷㪧㪣㪚㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㫀㫊㩷㪾㫀㫍㪼㫅㩷㫎㫀㫋㪿㩷㪤㪠㪫㪪㪬㪙㪠㪪㪟㪠㩷㪹㫆㪸㫉㪻㩷㫆㪽㩷㪧㪣㪚㩷㪹㫌㫋㩷㫋㪿㪼㩷㪧㪣㪚
㪹㫆㪸㫉㪻㩷㫎㪿㫀㪺㪿㩷㫎㪼㫉㪼㩷㫊㪼㫅㫋㩷㪹㫐㩷㪤㪦㪥㪜㩷㫀㫊㩷㪥㪘㪠㪪㪅㩷㪠㫅㩷㪧㪠㪚㩷㫋㫉㪸㫀㫅㫀㫅㪾㪃㩷㪈㪍㪝㪏㪋㩷㫀㫊㩷㫌㫊㪼㪻㩷㪹㫌㫋
㪤㪦㪥㪜㩷㫊㪼㫅㫋㩷㪧㪠㪚㩷㩿㫋㫉㪸㫀㫅㫀㫅㪾㪀㩷㫊㪼㫋㪅
㪈㪅㩷㪫㪼㫏㫋㫀㫃㪼㪃㩷㪺㪸㫉㪃㩷㪺㪿㪼㫄㫀㪺㪸㫃㪃㩷㪽㫆㫆㪻㩷㪸㫅㪻㩷㫇㫆㫉㫋㫀㫆㫅㩷㫇㫉㫆㪻㫌㪺㫋㫀㫆㫅㩷㪸㫉㪼㩷㫋㪿㪼㩷㪸㫉㪼㪸㫊㩷㫎㪿㫀㪺㪿
㪸㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㫀㫊㩷㫌㫊㪼㪻㪅
㪉㪅㩷㪫㪿㪼㩷㪺㪿㪸㫉㪸㪺㫋㪼㫉㫀㫊㫋㫀㪺㫊㩷㫆㪽㩷㫀㫅㪻㫌㫊㫋㫉㫐㩷㫀㫅㩷㫆㫌㫉㩷㫉㪼㪾㫀㫆㫅㩷㫊㪿㫆㫎㫊㩷㫍㪸㫉㫀㪼㫋㫐㪅㩷㪫㪿㪼㫉㪼㩷㪸㫉㪼㩷㫋㫎㫆
㫆㫉㪾㪸㫅㫀㫑㪼㪻㩷㫀㫅㪻㫌㫊㫋㫉㫐㩷㫑㫆㫅㪼㫊㪅㩷㪫㪿㪼㩷㫅㪼㪺㪼㫊㫊㪸㫉㫐㩷㪸㫉㪼㪸㫊㩷㫀㫅㩷㫀㫅㪻㫌㫊㫋㫉㫐㪑㩷㫇㫉㫆㪾㫉㪸㫄㫄㪼㫉㪃
㪼㫃㪼㪺㫋㫉㫆㫅㫀㪺㫊㪃㩷㫅㪼㫋㫎㫆㫉㫂㩷㪼㫏㫇㪼㫉㫋㪃㩷㪧㪣㪚㪃㩷㪚㪥㪚㪃㩷㪚㪘㪛㪆㪚㪘㪤㪃㩷㫉㫆㪹㫆㫋㫀㪺㩷㫊㫐㫊㫋㪼㫄㫊
㪊㪅㩷㪥㫆㫎㩷㫋㪿㪼㫉㪼㩷㫀㫊㩷㫆㫅㫃㫐㩷㪈㪇㫋㪿㩷㪞㫉㪸㪻㪼㪅㩷㪪㫆㩷㫎㪼㩷㪻㫆㩷㫅㫆㫋㩷㪾㫀㫍㪼㩷㫊㫋㫀㫃㫃㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㫃㪼㫊㫊㫆㫅㫊㪅㩷㪠㫅㩷㫋㪿㪼
㫅㪼㫏㫋㩷㫋㪼㫉㫄㩷㫎㪼㩷㫎㫀㫃㫃㩷㫀㫅㫈㫌㫀㫉㫐㩷㫋㪿㪼㩷㫅㪼㪺㪼㫊㫊㪸㫉㫐㩷㫊㫋㫌㪻㫐㩷㪸㪹㫆㫌㫋㩷㫋㪿㫀㫊㪅
㪋㪅㩷㪠㫅㩷㫆㫌㫉㩷㫉㪼㪾㫀㫆㫅㪃㩷㫋㪿㪼㫉㪼㩷㫀㫊㩷㪸㩷㪿㫌㪾㪼㩷㪸㫄㫆㫌㫅㫋㩷㫆㪽㩷㫀㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪼㫊㫋㪸㫋㪼㪃㩷㪸㫅㪻㩷㫋㪿㪼㫉㪼㩷㪸㫉㪼㩷㪸㫃㫊㫆
㪽㫀㫉㫄㫊㩷㫆㪽㩷㫊㫄㪸㫃㫃㩷㪸㫅㪻㩷㫄㪼㪻㫀㫌㫄㩷㫊㪺㪸㫃㪼㪅㩷㪘㫊㩷㪸㩷㫊㪺㪿㫆㫆㫃㪃㩷㫎㪼㩷㪸㫉㪼㩷㫀㫅㩷㫋㫆㫌㪺㪿㩷㫎㫀㫋㪿㩷㫋㪿㪼㫊㪼
㪽㪸㪺㫋㫆㫉㫀㪼㫊㪃㩷㪸㫅㪻㩷㫎㪼㩷㪸㫉㪼㩷㫇㫃㪸㫅㫅㫀㫅㪾㩷㪸㫅㩷㫀㫅㫋㪼㫉㫅㫊㪿㫀㫇㩷㫇㫉㫆㪾㫉㪸㫄㩷㫀㫅㩷㫋㪿㪼㫊㪼㩷㪽㪸㪺㫋㫆㫉㫀㪼㫊㩷㪽㫆㫉㩷㫆㫌㫉
㫊㫋㫌㪻㪼㫅㫋㫊㩷㫋㫆㩷㫉㪼㫍㫀㪼㫎㩷㫋㪿㪼㩷㫃㪼㫊㫊㫆㫅㫊㩷㫎㪿㫀㪺㪿㩷㫋㪿㪼㫐㩷㪸㫉㪼㩷㫊㫋㫌㪻㫐㫀㫅㪾㩷㫀㫅㩷㫋㪿㪼㩷㫊㪺㪿㫆㫆㫃㪅
㪌㪅㩷㪫㪿㪼㫉㪼㩷㪸㫉㪼㩷㫋㫆㫋㪸㫃㫃㫐㩷㪼㫅㫆㫌㪾㪿㩷㫀㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪼㫊㫋㪸㫋㪼㪃㩷㫊㫆㩷㫎㪼㩷㪺㫆㫅㫋㪸㪺㫋㩷㫋㫆㩷㪽㫀㫉㫄㫊㩷㪸㫅㪻㩷㫊㪼㫅㪻
㫆㫌㫉㩷㫊㫋㫌㪻㪼㫅㫋㫊㩷㫀㫅㩷㪸㫅㩷㫀㫅㫋㪼㫉㫅㫊㪿㫀㫇㩷㫇㫉㫆㪾㫉㪸㫄㪅㩷㪫㪿㪼㩷㫀㫅㪻㫌㫊㫋㫉㫐㩷㫀㫊㩷㫄㪸㫀㫅㫃㫐㩷㪹㪸㫊㪼㪻㩷㫆㫅
㫇㫉㫆㪻㫌㪺㫋㫀㫆㫅㩷㫆㪽㩷㪸㫌㫋㫆㫄㪸㫋㫀㫆㫅㪃㩷㫄㪸㪺㪿㫀㫅㪼㪃㩷㪼㫃㪼㪺㫋㫉㫀㪺㫊㪃㩷㪼㫃㪼㪺㫋㫉㫆㫅㫀㪺㫊㪃㩷㪺㪸㫉㩷㪸㫅㪻㩷㫇㫃㪸㫊㫋㫀㪺
㫀㫅㫁㪼㪺㫋㫀㫆㫅㪅
㪍㪅㩷㪙㪸㫊㪼㪻㩷㫆㫅㩷㫋㪼㫏㫋㫀㫃㪼㩷㩿㫊㫋㫉㫀㫅㪾㪃㩷㫎㪼㪸㫍㫀㫅㪾㪀㪃㩷㪿㫆㫄㪼㩷㫋㪼㫏㫋㫀㫃㪼㪃㩷㪽㫌㫉㫅㫀㫊㪿㫀㫅㪾㩷㪸㫅㪻㩷㪽㫆㫆㪻㩷㫊㪼㪺㫋㫆㫉㫊
㪎㪅㩷㪪㫂㫀㫃㫃㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㫀㫅㩷㪽㫀㫉㫄㫊㩷㫀㫊㩷㪺㪸㫉㫉㫀㪼㪻㩷㫆㫌㫋㩷㫀㫅㩷㪽㫀㫉㫄㫊㩷㫎㪿㫀㪺㪿㩷㪿㪸㫊㩷㫊㫄㪸㫃㫃㩷㪸㫅㪻㩷㫄㪼㪻㫀㫌㫄㩷㫊㪺㪸㫃㪼
㫇㫉㫆㪻㫌㪺㫋㫀㫆㫅㩷㫄㫆㫊㫋㫃㫐㩷㫀㫅㩷㪺㪸㫉㩷㪸㫅㪻㩷㪽㫆㫆㪻㩷㫀㫅㪻㫌㫊㫋㫉㫐㪅㩷㩷㪤㪸㫅㫌㪸㫃㩷㪸㫅㪻㩷㫊㪼㫄㫀㪄㪸㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㪸㫉㪼
㫋㪿㪼㩷㫋㫎㫆㩷㫎㪸㫐㫊㩷㫎㪿㫀㪺㪿㩷㪸㫉㪼㩷㫌㫊㪼㪻㩷㫀㫅㩷㫋㪿㪼㩷㫇㫉㫆㪻㫌㪺㫋㫀㫆㫅㩷㫇㫉㫆㪺㪼㫊㫊㪅㩷㪤㪸㫅㫐㩷㫆㪽㩷㫋㪿㪼㫊㪼㩷㪽㫀㫉㫄㫊
㫎㪼㫉㪼㩷㪽㫀㫉㫊㫋㩷㪹㫌㫀㫃㫋㩷㪸㫊㩷㪸㩷㪽㪸㫄㫀㫃㫐㩷㪺㫆㫄㫇㪸㫅㫐㩷㪸㫅㪻㩷㫋㪿㪼㫅㩷㪺㪿㪸㫅㪾㪼㪻㩷㫋㫆㩷㪺㫆㫉㫇㫆㫉㪸㫋㫀㫆㫅㩷㪺㫆㫄㫇㪸㫅㫐㪅
㪏㪅㩷㪸㪀㩷㪮㪼㩷㪸㫉㪼㩷㫇㫃㪸㫅㫅㫀㫅㪾㩷㫋㫆㩷㫊㪼㫅㪻㩷㫆㫌㫉㩷㫊㫋㫌㪻㪼㫅㫋㫊㩷㫋㫆㩷㪽㫀㫉㫄㫊㩷㫀㫅㩷㫎㪿㫀㪺㪿㩷㫋㪿㪼㫐㩷㪺㪸㫅㩷㫇㫉㪸㪺㫀㫋㫀㪺㪼
㫋㪿㪼㫀㫉㩷㫊㫂㫀㫃㫃㩷㫋㫉㪸㫀㫅㫀㫅㪾
㪹㪀㩷㪮㪼㩷㪸㫉㪼㩷㫇㫃㪸㫅㫅㫀㫅㪾㩷㫋㫆㩷㫄㪸㫂㪼㩷㪸㪻㪻㫀㫋㫀㫆㫅㪸㫃㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㪸㪹㫆㫌㫋㩷㫊㫌㪹㫁㪼㪺㫋㫊㩷㫎㪿㫀㪺㪿㩷㪸㫉㪼
㫀㫅㫊㫌㪽㪽㫀㪺㫀㪼㫅㫋㩷㪸㫊㩷㫉㪼㫊㫌㫃㫋㩷㫆㪽㩷㪺㫆㫅㫋㫉㫆㫃㫊㩷㫀㫅㩷㪸㪺㪺㪸㪻㪼㫄㫀㪺㩷㫐㪼㪸㫉㪅
㪺㪀㩷㪠㫅㩷㫆㫌㫉㩷㫉㪼㪾㫀㫆㫅㩷㪾㫃㪸㫊㫊㪃㩷㫋㪼㫏㫋㫀㫃㪼㪃㩷㫎㫆㫉㫂㫀㫅㪾㩷㫄㪸㪺㪿㫀㫅㪼㫊㪃㩷㪽㫆㫆㪻㪃㩷㪺㪼㫄㪼㫅㫋㩷㫀㫅㪻㫌㫊㫋㫉㫀㪼㫊㩷㪸㫅㪻
㫍㪸㫉㫀㫆㫌㫊㩷㪺㫆㫄㫇㪸㫅㫀㪼㫊㩷㫎㫀㫋㪿㩷㫊㫄㪸㫃㫃㩷㫈㫌㪸㫅㫋㫀㫋㫀㪼㫊㩷㪸㫉㪼㩷㪸㫍㪸㫀㫃㪸㪹㫃㪼㪅
㪐㪅㩷㪠㫅㩷㫆㫌㫉㩷㫉㪼㪾㫀㫆㫅㪃㩷㪸㫄㫆㫌㫅㫋㩷㫆㪽㩷㫀㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㫆㫉㪾㪸㫅㫀㫑㪸㫋㫀㫆㫅㫊㩷㪸㫅㪻㩷㩹㪺㫆㫄㫇㫃㪼㫋㫀㫆㫅㩹㩷㫆㪽㩷㫀㫅㪻㫌㪺㫋㫉㫀㪸㫃
㪼㫊㫋㪸㫋㪼㩷㫀㫊㩷㫃㫀㫂㪼㫃㫐㩷㫋㫆㩷㫀㫅㪺㫉㪼㪸㫊㪼㪅㩷㪘㫊㩷㪸㩷㫉㪼㫊㫌㫃㫋㪃㩷㪻㪸㫐㩷㪹㫐㩷㪻㪸㫐㪃㩷㫅㫌㫄㪹㪼㫉㩷㫆㪽㩷㫋㪿㪼㩷㪽㫀㫉㫄㫊㩷㫀㫅㩷㫎㪿㫀㪺㪿
㫆㫌㫉㩷㫊㫋㫌㪻㪼㫅㫋㫊㩷㫀㫅㩷㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪘㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㪫㪼㪺㪿㫅㫆㫃㫆㪾㫀㪼㫊㩷㪺㪸㫅㩷㫋㪸㫂㪼㩷㫊㫂㫀㫃㫃㩷㫋㫉㪸㫀㫅㫀㫅㪾
㫃㪼㫊㫊㫆㫅㫊㩷㪸㫅㪻㩷㩷㫎㫆㫉㫂㩷㪸㪽㫋㪼㫉㩷㪾㫉㪸㪻㫌㪸㫋㫀㫅㪾㩷㪽㫉㫆㫄㩷㫊㪺㪿㫆㫆㫃㩷㫀㫊㩷㫀㫅㪺㫉㪼㪸㫊㫀㫅㪾㩷㪸㫊㩷㫎㪼㫃㫃㪅㩷㪠㫅㩷㫆㫌㫉
㫉㪼㪾㫀㫆㫅㪃㩷㫊㫌㪾㪸㫉㪃㩷㪺㪼㫄㪼㫅㫋㪃㩷㪽㫆㫆㪻㪃㩷㫇㫃㪸㫊㫋㫀㪺㪃㩷㫋㪼㫏㫋㫀㫃㪼㪃㩷㪸㫅㪻㩷㪽㪼㪼㪻㫀㫅㪾㩷㫀㫅㪻㫌㫊㫋㫉㫐㩷㪽㪸㪺㫋㫆㫉㫀㪼㫊㩷㪸㫉㪼
㪚㫆㫅㫋㪼㫅㫋㩷㫆㪽㩷㫊㫂㫀㫃㫃㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㪸㫋㩷㪽㫀㫉㫄㫊㪑
㪈㪅㩷㪤㪼㪺㪿㪸㫋㫉㫆㫅㫀㪺㫊㩷㪸㫅㪻㩷㫀㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪼㫃㪼㪺㫋㫉㫆㫅㫀㪺㫊
㪉㪅㩷㪧㫉㫆㪾㫉㪸㫄㫄㫀㫅㪾㪃㩷㪼㫃㪼㪺㫋㫉㫆㫅㫀㪺㫊㪃㩷㫅㪼㫋㫎㫆㫉㫂㪃㩷㪧㪣㪚㪃㩷㪚㪥㪚㪃㩷㪚㪘㪛㪆㪚㪘㪤㪃㩷㫉㫆㪹㫆㫋㫀㪺㩷㫊㫐㫊㫋㪼㫄㫊
- 128 -
㪊㪅㩷㪞㪼㫅㪼㫉㪸㫃㫃㫐㩷㫎㪼㩷㪸㫉㪼㩷㫋㪿㫀㫅㫂㫀㫅㪾㩷㫆㫅㩷㫋㪿㪼㩷㪽㪸㪺㫋㫆㫉㫀㪼㫊㩷㫎㪿㫀㪺㪿㩷㪿㪸㫍㪼㩷㫇㫉㫆㪻㫌㪺㫋㫀㫆㫅㩷㪹㪸㫅㪻㪅㩷㪘㫅㪻
㪸㫃㫊㫆㩷㫎㪼㩷㪸㫉㪼㩷㫇㫃㪸㫅㫅㫀㫅㪾㩷㫋㫆㩷㫊㪼㫅㪻㩷㫊㫋㫌㪻㪼㫅㫋㫊㩷㫋㫆㩷㪽㫀㫉㫄㫊㩷㫆㪽㩷㫊㫄㪸㫃㫃㩷㪸㫅㪻㩷㫄㪼㪻㫀㫌㫄㩷㫊㪺㪸㫃㪼㩷㫀㫅
㫎㪿㫀㪺㪿㩷㫋㪿㪼㫐㩷㪺㪸㫅㩷㫇㫉㪸㪺㫋㫀㪺㪼㩷㫋㪿㪼㩷㫊㫌㪹㫁㪼㪺㫋㩷㫋㪿㪼㫐㩷㫃㪼㪸㫉㫅㩷㫀㫅㩷㫃㪼㫊㫊㫆㫅㫊㪅
㪋㪅㩷㪫㫉㪸㫀㫅㫀㫅㪾㩷㫆㪽㩷㫋㪿㪼㩷㫇㫉㫆㪻㫌㪺㫋㫀㫆㫅㩷㫎㪿㫀㪺㪿㩷㫀㫊㩷㫇㫉㫆㫍㫀㪻㪼㪻㩷㪹㫐㩷㫀㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪸㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㫀㫊㩷㪾㫀㫍㪼㫅
㪸㫊㩷㪺㫆㫅㫋㪼㫅㫋㩷㫆㪽㩷㫊㫌㪹㫁㪼㪺㫋㫊
㪌㪅㩷㪠㫅㩷㫋㪿㪼㩷㪽㫀㫉㫊㫋㩷㫐㪼㪸㫉㪃㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㫀㫊㩷㪹㪸㫊㪼㪻㩷㫆㫅㩷㫋㪿㪼㩷㫄㪸㫅㪸㪾㪼㫄㪼㫅㫋㩷㫄㪼㫋㪿㫆㪻㫊㩷㫆㪽㩷㪸㩷㫍㫆㪺㪸㫋㫀㫆㫅㪸㫃
㪽㫀㫉㫄㪃㩷㫋㪿㪼㩷㪸㫅㪸㫃㫐㫊㫀㫊㩷㫆㪽㩷㫉㪼㫃㪸㫋㫀㫆㫅㫊㪿㫀㫇㫊㩷㫀㫅㩷㪸㩷㪽㫀㫉㫄㩷㪸㫅㪻㩷㫋㪿㪼㩷㪽㫆㫉㫄㩷㫆㪽㩷㪽㫃㪸㫎㩷㫆㪽㩷㫋㪿㪼㩷㫎㫆㫉㫂㪅㩷㪘㫅㪻
㫀㫅㩷㫆㫋㪿㪼㫉㩷㫋㪼㫉㫄㪃㩷㫋㫉㪸㫀㫅㫀㫅㪾㩷㫀㫊㩷㪹㪸㫊㪼㪻㩷㫄㪸㫀㫅㫃㫐㩷㫆㫅㩷㫍㫆㪺㪸㫋㫀㫆㫅㪸㫃㩷㫆㪹㫊㪼㫉㫍㪸㫋㫀㫆㫅㩷㪸㫅㪻㩷㪸㫉㪼㪸㫊㩷㫋㪿㪸㫋
㫊㫋㫌㪻㪼㫅㫋㫊㩷㪺㪸㫅㩷㫇㫉㪸㪺㫋㫀㪺㪼㩷㫋㪿㫀㫊㩷㪻㪼㪼㫇㫃㫐㪅
㪍㪅㩷㪘㪺㪺㫆㫉㪻㫀㫅㪾㩷㫋㫆㩷㫅㪼㪼㪻㫊㩷㪸㫅㪻㩷㫉㪼㫈㫌㫀㫉㪼㫄㪼㫅㫋㫊㩷㫆㪽㩷㫆㫌㫉㩷㫉㪼㪾㫀㫆㫅㪃㩷㪺㫆㫅㫋㪼㫅㫋㫊㩷㫆㪽㩷㫋㪿㪼㩷㫋㫉㪸㫀㫅㫀㫅㪾
㪸㫉㪼㩷㫄㫆㫊㫋㫃㫐㩷㪹㪸㫊㪼㪻㩷㫆㫅㩷㫋㪿㪼㩷㫊㫋㫉㫌㪺㫋㫌㫉㪼㩷㫆㪽㩷㫋㪿㪼㩷㪸㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㫊㫐㫊㫋㪼㫄㫊㩷㫎㪿㫀㪺㪿㩷㫊㫋㫌㪻㪼㫅㫋㫊
㪺㪸㫅㩷㫌㫊㪼㩷㫀㫅㩷㪽㫀㫉㫄㫊㩷㫆㪽㩷㫊㫄㪸㫃㫃㩷㫊㪺㪸㫃㪼㪅
㪛㫆㪼㫊㩷㫐㫆㫌㫉㩷㫊㪺㪿㫆㫆㫃㩷㪿㪸㫍㪼㩷㪸㫅㫐㩷㪺㫆㫅㫋㪸㪺㫋㫊㩷㫎㫀㫋㪿㩷㫋㪿㪼㩷㫀㫅㪻㫌㫊㫋㫉㫐㩷㫊㪼㪺㫋㫆㫉㩷㫀㫅㩷㫐㫆㫌㫉㩷㫉㪼㪾㫀㫆㫅㩷㫊㫌㪺㪿㩷㪸㫊
㪘
㪚㪿㪸㫄㪹㪼㫉㩷㫆㪽㩷㪚㫆㫄㫄㪼㫉㪺㪼㩷㪸㫅㪻㩷㪠㫅㪻㫌㫊㫋㫉㫐㪖
㪈㪈㪛㫆㪼㫊㩷㫐㫆㫌㫉㩷㫊㪺㪿㫆㫆㫃㩷㪺㫆㫅㪻㫌㪺㫋㩷㪺㪸㫉㪼㪼㫉㩷㪾㫌㫀㪻㪸㫅㪺㪼㩷㫋㫆㩷㫊㫋㫌㪻㪼㫅㫋㫊㪖㩷
㪙
㪈㪇
㪙
㪙
㪘
㪙
㪙
㪘
㪘
㪘
㪘
㪙
㪘
㪘
㪘
㪙
㪘
㪘
㪘
㪙
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㪙
MECHANISMS
MODELING ON COMPUTERS
PNEUMATIC AND HYDRAULIC SYSTEMS
- 129 -
COMPUTERIZED CONTROL
SEQUENTIAL CONTROL
PLANT AUTOMATION
SCADA SYSTEMS
CIRCUIT ANALYSIS
BASIC PROGRAMMING
BASIC COMPUTER NETWORKS & SERVER SERVICES
MICRO DETECTOR APPLICATIONS
INDUSTRIAL SYSTEMS
INSPECTION SYSTEMS
NUMERICAL SIGNALING SYSTEM
㪏㪎
㪐㪉
㪈㪈㪉
㪈㪈㪎
㪏㪍
㪐㪎
㪎㪇
㪎㪋
㪉㪊
㪐㪌
㪍㪉
㪈㪇㪎
㪐㪇
㪈㪇㪎
㪐㪉
㪈㪇㪈
㪍㪋
㪏㪈
㪋㪌
㪌㪊
㪍㪌
㪎㪊
㪏㪏
㪏㪐
㪌㪉
㪍㪐
㪊㪎
㪊㪌
㪈㪇
㪍㪎
㪊㪉
㪏㪋
㪍㪈
㪎㪉
㪌㪏
㪎㪍
㪋㪇
㪊㪐
㪉㪉
㪉㪏
㪈㪇㪉
㪈㪇㪉
㪈㪉㪎
㪈㪊㪈
㪐㪋
㪈㪇㪌
㪎㪍
㪏㪌
㪊㪇
㪐㪐
㪍㪌
㪈㪈㪇
㪐㪈
㪈㪇㪊
㪐㪎
㪈㪇㪋
㪎㪊
㪎㪍
㪋㪐
㪌㪌
㪎
㪏
I can develop practices in
laboratories that best support
teaching objectives
I can prepare and develop
evaluation process for
student's performance in the
subject course
㪌
㪎㪋
㪎㪈
㪈㪇㪈
㪈㪈㪇
㪍㪏
㪏㪇
㪍㪉
㪍㪍
㪉㪍
㪐㪈
㪌㪏
㪐㪈
㪎㪍
㪐㪌
㪎㪍
㪏㪍
㪌㪊
㪍㪇
㪋㪈
㪋㪌
㪍
I have a thorough knowledge
of the functional operation of
equipment that is generally
used in practices for the
subject course
㪋
I can lecture the subject course
in a professional manner,
using proven and agreed-on
teaching methods and skills.
㪊
I am skilled to develop
teaching materials that support
lecture of the subject course
㪉
I have reviewed all the MEGEP
modules for the subject course
㪪㪼㫃㪽㪄㪸㫊㫊㪼㫊㫊㪼㪻㩷㪸㪹㫀㫃㫀㫋㫀㪼㫊㩷㪽㫆㫉㩷㫋㪼㪸㪺㪿㫀㫅㪾㩷㪠㪘㪫㩷㪙㫉㪸㫅㪺㪿㩷㪚㫆㫌㫉㫊㪼㫊
㪫㫆㫋㪸㫃㩷㫇㫆㫀㫅㫋㫊㪑㩷㪤㪸㫏㫀㫄㫌㫄㪔㪈㪍㪏㪃㩷㪤㫀㫅㫀㫄㫌㫄㪔㪇
㪈
I have academic backgrounds
appropriate for teaching the
subject course
㩿㪈㪀㩷㪦㫍㪼㫉㪸㫃㫃㩷㪫㫆㫋㪸㫃㪃㩷㪌㪍㩷㪫㪼㪸㪺㪿㪼㫉㫊
I have knowledge on the
subject course sufficient to
teach in the secondary
education
Annex 6 Self Assessment on Knowledge and Skills for Teaching
㪏㪏
㪎㪌
㪈㪈㪈
㪈㪈㪍
㪎㪐
㪐㪋
㪍㪏
㪍㪐
㪊㪍
㪐㪈
㪍㪇
㪈㪇㪇
㪐㪇
㪐㪏
㪏㪋
㪐㪉
㪍㪉
㪍㪏
㪋㪍
㪌㪈
㪪㫌㪹㫁㪼㪺㫋㫊㩷㫋㫆㩷㪹㪼㩷㫋㫉㪸㫀㫅㪼㪻㩷㫀㫅㩷㪞㫉㪸㪻㪼㩷㪈㪈㩷㪸㫋㩷㪠㫑㫄㫀㫉㩷㪘㪤㪣
㪪㫌㪹㫁㪼㪺㫋㫊㩷㫋㫆㩷㪹㪼㩷㫋㫉㪸㫀㫅㪼㪻㩷㫀㫅㩷㪞㫉㪸㪻㪼㩷㪈㪉㩷㪸㫋㩷㪠㫑㫄㫀㫉㩷㪘㪤㪣
㪥㫆㫋㩷㫃㫀㫊㫋㪼㪻㩷㫀㫅㩷㫊㫌㪹㫁㪼㪺㫋㫊㩷㪽㫆㫉㩷㪞㫉㪸㪻㪼㩷㪈㪈㩷㪸㫅㪻㩷㪈㪉㩷㫆㪽㩷㪠㫑㫄㫀㫉㩷㪘㪤㪣
㩿㪙㪸㫊㫀㪺㩷㪧㫉㫆㪾㫉㪸㫄㫀㫅㪾㩷㫀㫊㩷㫇㫃㪸㫅㫅㪼㪻㩷㫋㫆㩷㫋㫉㪸㫅㫊㪽㪼㫉㩷㫋㫆㩷㪞㫉㪸㪻㪼㩷㪈㪇㩷㪸㫋㩷㪠㫑㫄㫀㫉㩷㪘㪤㪣㪀
㪏㪐
㪎㪐
㪈㪈㪋
㪈㪉㪇
㪏㪍
㪐㪇
㪎㪈
㪎㪍
㪊㪇
㪐㪋
㪍㪊
㪈㪇㪌
㪏㪌
㪈㪇㪇
㪏㪌
㪐㪎
㪍㪌
㪍㪎
㪌㪇
㪌㪉
㪏㪇
㪏㪇
㪈㪇㪊
㪈㪈㪊
㪎㪌
㪏㪎
㪍㪎
㪎㪈
㪊㪇
㪏㪎
㪌㪐
㪐㪎
㪏㪋
㪐㪈
㪏㪇
㪏㪎
㪍㪉
㪍㪍
㪋㪍
㪋㪐
㪐㪋
㪏㪐
㪈㪇㪍
㪈㪈㪎
㪏㪋
㪐㪋
㪎㪊
㪏㪌
㪊㪊
㪐㪇
㪌㪎
㪐㪐
㪏㪍
㪈㪇㪇
㪏㪎
㪐㪎
㪎㪊
㪎㪏
㪋㪍
㪌㪊
㪘㫍㪼㫉㪸㪾㪼㪑
㪤㪸㫏㪔㪊㪃
㪤㫀㫅㪔㪇
㪈㪅㪌
㪈㪅㪌
㪈㪅㪐
㪉㪅㪇
㪈㪅㪋
㪈㪅㪍
㪈㪅㪉
㪈㪅㪊
㪇㪅㪌
㪈㪅㪍
㪈㪅㪇
㪈㪅㪏
㪈㪅㪌
㪈㪅㪎
㪈㪅㪌
㪈㪅㪎
㪈㪅㪈
㪈㪅㪉
㪇㪅㪏
㪇㪅㪐
- 130 -
MECHANISMS
SEQUENTIAL CONTROL
PLANT AUTOMATION
SCADA SYSTEMS
CIRCUIT ANALYSIS
BASIC PROGRAMMING
INDUSTRIAL SYSTEMS
INSPECTION SYSTEMS
㪋㪋
㪈㪐
㪋㪍
㪋㪏
㪈㪎
㪉㪏
㪉㪐
㪊㪋
㪌
㪈㪇
㪈㪌
㪉㪉
㪉㪈
㪈㪌
㪈㪎
㪈㪊
㪈㪌
㪈㪐
㪏
㪈㪈
㪉
㪊
㪋
㪌
㪍
㪎
㪏
I have reviewed all the MEGEP modules for the
subject course
I have knowledge on the subject course sufficient to
teach in the secondary education
I am skilled to develop teaching materials that support
I can lecture the subject course in a professional
manner, using proven and agreed-on teaching
methods and skills.
I have a thorough knowledge of the functional
operation of equipment that is generally used in
practices for the subject course
I can develop practices in laboratories that best
support teaching objectives
I can prepare and develop evaluation process for
student's performance in the subject course
㪫㫆㫋㪸㫃㩷㫇㫆㫀㫅㫋㫊㪑㩷㪤㪸㫏㫀㫄㫌㫄㪔㪌㪎㪃㩷㪤㫀㫅㫀㫄㫌㫄㪔㪇
㪈
I have academic backgrounds appropriate for teaching
the subject course
㩿㪉㪀㩷㪤㪸㪺㪿㫀㫅㪼㫉㫐㪃㩷㪈㪐㩷㪫㪼㪸㪺㪿㪼㫉㫊
㪉㪋
㪉㪇
㪊㪊
㪊㪏
㪈㪊
㪉㪈
㪈㪌
㪈㪎
㪈
㪈㪉
㪐
㪈㪐
㪈㪌
㪈㪈
㪈㪊
㪐
㪈㪇
㪐
㪌
㪌
㪌㪈
㪉㪉
㪋㪏
㪌㪊
㪉㪈
㪊㪇
㪉㪐
㪊㪋
㪋
㪈㪉
㪈㪌
㪉㪉
㪉㪇
㪈㪇
㪈㪍
㪈㪊
㪈㪊
㪈㪏
㪐
㪈㪈
㪋㪊
㪈㪌
㪋㪈
㪋㪎
㪈㪌
㪉㪍
㪉㪍
㪊㪇
㪋
㪈㪉
㪈㪋
㪈㪐
㪈㪎
㪈㪉
㪈㪌
㪐
㪈㪇
㪈㪋
㪏
㪐
㪋㪏
㪈㪈
㪋㪌
㪋㪏
㪈㪏
㪉㪎
㪉㪍
㪉㪐
㪍
㪈㪉
㪈㪋
㪉㪇
㪈㪏
㪈㪇
㪈㪌
㪈㪈
㪈㪉
㪈㪌
㪏
㪈㪇
㪋㪏
㪈㪌
㪋㪍
㪌㪇
㪉㪇
㪉㪏
㪉㪏
㪊㪊
㪍
㪈㪊
㪈㪎
㪉㪈
㪈㪏
㪈㪉
㪈㪋
㪈㪇
㪈㪉
㪈㪌
㪐
㪏
㪋㪇
㪈㪌
㪋㪈
㪋㪋
㪈㪍
㪉㪉
㪉㪍
㪊㪇
㪋
㪈㪈
㪈㪌
㪈㪏
㪈㪎
㪐
㪈㪊
㪏
㪈㪇
㪈㪊
㪏
㪈㪇
㪤㪸㫏㪔㪊㪃
㪤㫀㫅㪔㪇
㪋㪋
㪈㪌
㪊㪏
㪋㪌
㪈㪏
㪉㪋
㪉㪌
㪊㪊
㪌
㪈㪈
㪈㪊
㪈㪏
㪈㪍
㪈㪋
㪈㪌
㪈㪉
㪈㪊
㪈㪏
㪏
㪈㪈
㪉㪅㪊
㪇㪅㪐
㪉㪅㪉
㪉㪅㪌
㪇㪅㪐
㪈㪅㪋
㪈㪅㪊
㪈㪅㪍
㪇㪅㪉
㪇㪅㪍
㪇㪅㪎
㪈㪅㪇
㪇㪅㪐
㪇㪅㪍
㪇㪅㪏
㪇㪅㪍
㪇㪅㪍
㪇㪅㪏
㪇㪅㪋
㪇㪅㪌
- 131 -
MECHANISMS
SEQUENTIAL CONTROL
PLANT AUTOMATION
SCADA SYSTEMS
CIRCUIT ANALYSIS
BASIC PROGRAMMING
INDUSTRIAL SYSTEMS
INSPECTION SYSTEMS
㪉㪉
㪊㪈
㪊㪇
㪊㪈
㪊㪇
㪊㪋
㪉㪈
㪉㪈
㪏
㪋㪇
㪉㪋
㪊㪍
㪊㪇
㪋㪌
㪊㪍
㪋㪈
㪉㪈
㪊㪇
㪉㪇
㪉㪊
㪉
㪊
㪋
㪌
㪍
㪎
㪏
subject course
methods and skills.
㪫㫆㫋㪸㫃㩷㫇㫆㫀㫅㫋㫊㪑㩷㪤㪸㫏㫀㫄㫌㫄㪔㪌㪈㪃㩷㪤㫀㫅㫀㫄㫌㫄㪔㪇
㪈
the subject course
㩿㪊㪀㩷㪜㫃㪼㪺㫋㫉㫆㫅㫀㪺㫊㩷㪸㫅㪻㩷㪫㪼㫃㪼㪺㫆㫄㫄㫌㫅㫀㪺㪸㫋㫀㫆㫅㫊㪃㩷㪈㪎㩷㪫㪼㪸㪺㪿㪼㫉㫊
㪈㪎
㪉㪌
㪉㪊
㪉㪉
㪈㪐
㪉㪊
㪈㪉
㪈㪈
㪌
㪉㪋
㪈㪈
㪉㪏
㪉㪊
㪉㪎
㪉㪇
㪊㪉
㪈㪌
㪈㪎
㪏
㪈㪉
㪉㪌
㪊㪌
㪊㪋
㪊㪍
㪊㪌
㪊㪍
㪉㪌
㪉㪎
㪈㪉
㪋㪉
㪉㪌
㪊㪏
㪊㪇
㪋㪊
㪊㪐
㪋㪉
㪉㪐
㪊㪉
㪉㪉
㪉㪍
㪈㪍
㪉㪍
㪉㪎
㪉㪎
㪉㪊
㪉㪋
㪈㪐
㪈㪏
㪐
㪊㪋
㪉㪊
㪉㪎
㪉㪋
㪊㪎
㪉㪍
㪊㪌
㪈㪐
㪉㪊
㪈㪍
㪈㪐
㪉㪇
㪉㪎
㪉㪏
㪊㪉
㪉㪍
㪉㪐
㪉㪉
㪉㪈
㪈㪌
㪊㪍
㪉㪋
㪊㪉
㪊㪈
㪋㪉
㪊㪉
㪊㪏
㪉㪉
㪉㪐
㪈㪐
㪉㪉
㪉㪈
㪉㪍
㪊㪈
㪊㪍
㪉㪐
㪊㪇
㪉㪋
㪉㪊
㪈㪉
㪊㪏
㪉㪌
㪊㪋
㪉㪐
㪋㪇
㪊㪊
㪋㪈
㪉㪌
㪉㪏
㪉㪉
㪉㪌
㪉㪈
㪉㪏
㪉㪎
㪊㪋
㪉㪎
㪊㪇
㪉㪉
㪉㪇
㪈㪇
㪊㪇
㪉㪈
㪊㪉
㪉㪏
㪊㪏
㪉㪐
㪊㪍
㪉㪉
㪉㪏
㪉㪇
㪉㪈
㪤㪸㫏㪔㪊㪃
㪤㫀㫅㪔㪇
㪉㪇
㪊㪉
㪊㪉
㪊㪎
㪊㪉
㪊㪊
㪉㪏
㪉㪎
㪈㪊
㪊㪌
㪉㪊
㪊㪊
㪊㪈
㪋㪈
㪊㪋
㪋㪇
㪉㪏
㪊㪇
㪈㪎
㪉㪉
㪈㪅㪉
㪈㪅㪎
㪈㪅㪎
㪈㪅㪐
㪈㪅㪍
㪈㪅㪏
㪈㪅㪊
㪈㪅㪉
㪇㪅㪍
㪉㪅㪈
㪈㪅㪊
㪈㪅㪐
㪈㪅㪎
㪉㪅㪊
㪈㪅㪏
㪉㪅㪉
㪈㪅㪊
㪈㪅㪍
㪈㪅㪈
㪈㪅㪊
- 132 -
MECHANISMS
SEQUENTIAL CONTROL
PLANT AUTOMATION
SCADA SYSTEMS
CIRCUIT ANALYSIS
BASIC PROGRAMMING
INDUSTRIAL SYSTEMS
INSPECTION SYSTEMS
㪈㪍
㪉㪉
㪉㪌
㪊㪇
㪉㪉
㪉㪋
㪈㪋
㪈㪉
㪏
㪊㪉
㪈㪎
㪉㪏
㪉㪇
㪉㪏
㪉㪌
㪉㪐
㪈㪊
㪉㪊
㪈㪊
㪈㪈
㪉
㪊
㪋
㪌
㪍
㪎
㪏
subject course
methods and skills.
㪫㫆㫋㪸㫃㩷㫇㫆㫀㫅㫋㫊㪑㩷㪤㪸㫏㫀㫄㫌㫄㪔㪊㪐㪃㩷㪤㫀㫅㫀㫄㫌㫄㪔㪇
㪈
the subject course
㩿㪋㪀㩷㪜㫃㪼㪺㫋㫉㫀㪺㫊㪃㩷㪈㪊㩷㪫㪼㪸㪺㪿㪼㫉㫊
㪈㪎
㪈㪌
㪉㪉
㪉㪌
㪈㪉
㪈㪎
㪐
㪌
㪋
㪉㪉
㪐
㪉㪉
㪈㪉
㪉㪊
㪈㪍
㪉㪈
㪎
㪈㪈
㪎
㪋
㪉㪇
㪉㪋
㪉㪏
㪊㪊
㪉㪈
㪉㪌
㪈㪌
㪈㪎
㪈㪈
㪊㪈
㪈㪍
㪉㪐
㪉㪈
㪉㪐
㪉㪎
㪊㪇
㪈㪋
㪈㪐
㪈㪉
㪈㪈
㪈㪈
㪈㪌
㪉㪊
㪉㪐
㪈㪎
㪉㪈
㪈㪊
㪈㪉
㪈㪈
㪊㪉
㪈㪌
㪉㪍
㪈㪏
㪊㪇
㪉㪋
㪉㪍
㪈㪈
㪈㪏
㪈㪉
㪈㪈
㪈㪊
㪈㪏
㪉㪊
㪉㪎
㪉㪇
㪉㪌
㪈㪋
㪈㪊
㪈㪉
㪊㪇
㪈㪋
㪉㪎
㪉㪇
㪉㪏
㪉㪋
㪉㪌
㪈㪉
㪈㪎
㪈㪈
㪈㪈
㪈㪋
㪉㪇
㪉㪌
㪉㪏
㪉㪉
㪉㪊
㪈㪌
㪈㪊
㪈㪇
㪊㪉
㪈㪌
㪉㪐
㪈㪐
㪉㪐
㪉㪌
㪉㪐
㪈㪋
㪈㪎
㪈㪉
㪈㪉
㪈㪌
㪉㪇
㪉㪊
㪉㪐
㪈㪐
㪉㪋
㪈㪋
㪈㪌
㪈㪊
㪊㪊
㪈㪍
㪉㪎
㪉㪇
㪉㪏
㪉㪍
㪉㪏
㪈㪌
㪈㪏
㪈㪈
㪈㪈
㪤㪸㫏㪔㪊㪃
㪤㫀㫅㪔㪇
㪉㪋
㪉㪋
㪉㪋
㪉㪐
㪉㪈
㪉㪎
㪈㪌
㪈㪎
㪈㪉
㪊㪉
㪈㪍
㪉㪏
㪉㪈
㪉㪐
㪉㪍
㪉㪐
㪈㪎
㪉㪈
㪈㪋
㪈㪊
㪈㪅㪊
㪈㪅㪌
㪈㪅㪐
㪉㪅㪉
㪈㪅㪌
㪈㪅㪏
㪈㪅㪇
㪈㪅㪇
㪇㪅㪏
㪉㪅㪊
㪈㪅㪈
㪉㪅㪈
㪈㪅㪌
㪉㪅㪉
㪈㪅㪐
㪉㪅㪈
㪈㪅㪇
㪈㪅㪋
㪇㪅㪐
㪇㪅㪏
- 133 -
MECHANISMS
SEQUENTIAL CONTROL
PLANT AUTOMATION
SCADA SYSTEMS
CIRCUIT ANALYSIS
BASIC PROGRAMMING
INDUSTRIAL SYSTEMS
INSPECTION SYSTEMS
Remarks: Among 56 teachers, expertise fields of a teacher is unkown.
㪌
㪈㪎
㪐
㪍
㪈㪍
㪐
㪌
㪎
㪉
㪈㪇
㪍
㪈㪏
㪈㪍
㪈㪍
㪈㪈
㪈㪌
㪈㪌
㪐
㪋
㪏
㪉
㪊
㪋
㪌
㪍
㪎
㪏
subject course
methods and skills.
㪫㫆㫋㪸㫃㩷㫇㫆㫀㫅㫋㫊㪑㩷㪤㪸㫏㫀㫄㫌㫄㪔㪈㪏㪃㩷㪤㫀㫅㫀㫄㫌㫄㪔㪇
㪈
the subject course
㩿㪌㪀㩷㪚㫆㫄㫇㫌㫋㪼㫉㪃㩷㪍㩷㪫㪼㪸㪺㪿㪼㫉㫊
㪍
㪈㪉
㪐
㪊
㪎
㪎
㪇
㪉
㪇
㪎
㪊
㪈㪊
㪈㪇
㪐
㪎
㪈㪉
㪏
㪉
㪉
㪎
㪌
㪈㪏
㪈㪋
㪎
㪈㪌
㪈㪈
㪍
㪎
㪊
㪈㪈
㪐
㪈㪏
㪈㪎
㪈㪏
㪈㪉
㪈㪍
㪈㪎
㪎
㪍
㪎
㪋
㪈㪊
㪏
㪌
㪈㪉
㪎
㪋
㪍
㪉
㪈㪇
㪍
㪈㪍
㪈㪋
㪈㪊
㪐
㪈㪋
㪈㪊
㪌
㪌
㪍
㪍
㪈㪍
㪈㪉
㪎
㪈㪊
㪈㪈
㪍
㪍
㪊
㪈㪇
㪏
㪈㪏
㪈㪏
㪈㪌
㪈㪈
㪈㪌
㪈㪍
㪎
㪏
㪏
㪌
㪈㪍
㪈㪇
㪌
㪈㪋
㪏
㪋
㪎
㪉
㪏
㪍
㪈㪏
㪈㪍
㪈㪍
㪈㪇
㪈㪌
㪈㪋
㪎
㪎
㪎
㪋
㪈㪌
㪈㪇
㪋
㪈㪉
㪐
㪌
㪍
㪊
㪈㪇
㪎
㪈㪎
㪈㪎
㪈㪊
㪈㪇
㪈㪊
㪈㪌
㪎
㪎
㪎
㪤㪸㫏㪔㪊㪃
㪤㫀㫅㪔㪇
㪌
㪈㪍
㪈㪇
㪌
㪈㪉
㪏
㪌
㪏
㪊
㪐
㪌
㪈㪎
㪈㪍
㪈㪊
㪈㪇
㪈㪋
㪈㪌
㪐
㪎
㪎
㪇㪅㪏
㪉㪅㪍
㪈㪅㪎
㪇㪅㪐
㪉㪅㪈
㪈㪅㪌
㪇㪅㪎
㪈㪅㪇
㪇㪅㪋
㪈㪅㪍
㪈㪅㪇
㪉㪅㪏
㪉㪅㪍
㪉㪅㪋
㪈㪅㪎
㪉㪅㪋
㪉㪅㪋
㪈㪅㪈
㪈㪅㪇
㪈㪅㪉
㩿㪉㪀㩷㪤㪸㪺㪿㫀㫅㪼㫉㫐㪃㩷㪈㪐㩷㪫㪼㪸㪺㪿㪼㫉㫊
㩿㪈㪀㩷㪦㫍㪼㫉㪸㫃㫃㩷㪫㫆㫋㪸㫃㪃㩷㪌㪍㩷㪫㪼㪸㪺㪿㪼㫉㫊
㪥㪬㪤㪜㪩㪠㪚㪘㪣㩷㪪㪠㪞㪥㪘㪣㪠㪥㪞㩷㪪㪰㪪㪫㪜㪤
㪠㪥㪪㪧㪜㪚㪫㪠㪦㪥㩷㪪㪰㪪㪫㪜㪤㪪
- 134 -
㪠㪥㪛㪬㪪㪫㪩㪠㪘㪣㩷㪪㪰㪪㪫㪜㪤㪪
㪠㪥㪫㪜㪩㪥㪜㪫㩷㪧㪩㪦㪞㪩㪘㪤㪤㪠㪥㪞㩷㪘㪥㪛㩷㪪㪜㪚㪬㪩㪠㪫㪰
㪤㪠㪚㪩㪦㩷㪛㪜㪫㪜㪚㪫㪦㪩㩷㪘㪧㪧㪣㪠㪚㪘㪫㪠㪦㪥㪪㩷
㪪㪜㪥㪪㪦㪩㪪㩷㩽㩷㪪㪠㪞㪥㪘㪣㩷㪩㪜㪚㪦㪩㪛㪠㪥㪞
㪚㪦㪤㪧㪬㪫㪜㪩㪠㪱㪜㪛㩷㪚㪠㪩㪚㪬㪠㪫㩷㪛㪜㪪㪠㪞㪥㪪
㪤㪜㪚㪟㪘㪥㪠㪪㪤㪪
㪊㪅㪇
㪉㪅㪌
㪉㪅㪇
㪈㪅㪌
㪈㪅㪇
㪇㪅㪌
㪇㪅㪇
㪙㪘㪪㪠㪚㩷㪚㪦㪤㪧㪬㪫㪜㪩㩷㪥㪜㪫㪮㪦㪩㪢㪪
㪤㪦㪛㪜㪣㪠㪥㪞㩷㪦㪥㩷㪚㪦㪤㪧㪬㪫㪜㪩㪪
㪧㪥㪜㪬㪤㪘㪫㪠㪚㩷㪘㪥㪛㩷㪟㪰㪛㪩㪘㪬㪣㪠㪚㩷㪪㪰㪪㪫㪜㪤㪪
㪚㪦㪤㪧㪬㪫㪜㪩㪠㪱㪜㪛㩷㪚㪦㪥㪫㪩㪦㪣
㪪㪜㪨㪬㪜㪥㪫㪠㪘㪣㩷㪚㪦㪥㪫㪩㪦㪣
㪧㪣㪘㪥㪫㩷㪘㪬㪫㪦㪤㪘㪫㪠㪦㪥
㪊㪅㪇
㪉㪅㪌
㪉㪅㪇
㪈㪅㪌
㪈㪅㪇
㪇㪅㪌
㪇㪅㪇
㪘㪬㪫㪦㪤㪘㪫㪠㪚㩷㪧㪩㪦㪛㪬㪚㪫㪠㪦㪥
㪙㪘㪪㪠㪚㩷㪚㪦㪤㪧㪬㪫㪜㪩㩷㪥㪜㪫㪮㪦㪩㪢㪪㩷㩽㩷㪪㪜㪩㪭㪜㪩
㪪㪚㪘㪛㪘㩷㪪㪰㪪㪫㪜㪤㪪
㪪㪜㪩㪭㪠㪚㪜㪪
㪙㪘㪪㪠㪚㩷㪧㪩㪦㪞㪩㪘㪤㪤㪠㪥㪞
㪚㪠㪩㪚㪬㪠㪫㩷㪘㪥㪘㪣㪰㪪㪠㪪
㪠㪥㪛㪬㪪㪫㪩㪠㪘㪣㩷㪤㪘㪥㪘㪞㪜㪤㪜㪥㪫
㩿㪋㪀㩷㪜㫃㪼㪺㫋㫉㫀㪺㫊㪃㩷㪈㪊㩷㪫㪼㪸㪺㪿㪼㫉㫊
㩿㪊㪀㩷㪜㫃㪼㪺㫋㫉㫆㫅㫀㪺㫊㩷㪸㫅㪻㩷㪫㪼㫃㪼㪺㫆㫄㫄㫌㫅㫀㪺㪸㫋㫀㫆㫅㫊㪃㩷㪈㪎㩷㪫㪼㪸㪺㪿㪼㫉㫊
- 135 -
㪥㪬㪤㪜㪩㪠㪚㪘㪣㩷㪪㪠㪞㪥㪘㪣㪠㪥㪞㩷㪪㪰㪪㪫㪜㪤㪊㪅㪇
㪉㪅㪌
㪉㪅㪇
㪈㪅㪌
㪈㪅㪇
㪇㪅㪌
㪇㪅㪇
㪠㪥㪫㪜㪩㪥㪜㪫㩷㪧㪩㪦㪞㪩㪘㪤㪤㪠㪥㪞㩷㪘㪥㪛
㪪㪜㪚㪬㪩㪠㪫㪰
㪊㪅㪇
㪉㪅㪌
㪉㪅㪇
㪈㪅㪌
㪈㪅㪇
㪇㪅㪌
㪇㪅㪇
㪙㪘㪪㪠㪚㩷㪚㪦㪤㪧㪬㪫㪜㪩㩷㪥㪜㪫㪮㪦㪩㪢㪪㩷㩽
㪪㪜㪩㪭㪜㪩㩷㪪㪜㪩㪭㪠㪚㪜㪪
㩿㪌㪀㩷㪚㫆㫄㫇㫌㫋㪼㫉㪃㩷㪍㩷㪫㪼㪸㪺㪿㪼㫉㫊
- 136 -
㪥㪬㪤㪜㪩㪠㪚㪘㪣㩷㪪㪠㪞㪥㪘㪣㪠㪥㪞㩷㪪㪰㪪㪫㪜㪤㪊㪅㪇
㪉㪅㪌
㪧㪥㪜㪬㪤㪘㪫㪠㪚㩷㪘㪥㪛㩷㪟㪰㪛㪩㪘㪬㪣㪠㪚
㪉㪅㪇
㪪㪰㪪㪫㪜㪤㪪
㪈㪅㪌
㪠㪥㪫㪜㪩㪥㪜㪫㩷㪧㪩㪦㪞㪩㪘㪤㪤㪠㪥㪞㩷㪘㪥㪛
㪈㪅㪇
㪪㪜㪚㪬㪩㪠㪫㪰
㪇㪅㪌
㪇㪅㪇
㪙㪘㪪㪠㪚㩷㪚㪦㪤㪧㪬㪫㪜㪩㩷㪥㪜㪫㪮㪦㪩㪢㪪㩷㩽
㪪㪜㪩㪭㪜㪩㩷㪪㪜㪩㪭㪠㪚㪜㪪
Annex 7 Framework Curriculum of the IAT Department
- 137 -
- 138 -
- 139 -
- 140 -
- 141 -
- 142 -
- 143 -
- 144 -
- 145 -
- 146 -
- 147 -
- 148 -
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- 153 -
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- 157 -
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- 159 -
- 160 -
- 161 -
- 162 -
- 163 -
- 164 -
- 165 -
- 166 -
- 167 -
- 168 -
- 169 -
Annex 8-1 Standard curriculum of Mechatronic Branch
COMMON SKLLS
SCADA Systems (5)

Op-Amp
Open-Loop Control
Closed-Loop Control
PID Control
Technical English
(2)
VOCATONAL SKLLS
Micro-Controllers(6 )
The basics od
microcontrollers
Programming of
microcontrollers
㩷
Network structure of
Factory Automation
Using CNC with
CAM programme
Assembly and
Disassembly of
machine Parts
Control of Flexible
Manufacturing Cell
Conveyors and
Grippers
㩷
COMMON SKLLS
Sequence Control
Workshop (7)
VOCATONAL SKLLS
Computer Control (6)
Visual Programming
Language
Control by Relay
Automatic
Manufacturing (8)
Position Control
Inverter - Servo
Interface
ID Interface
Technical Terms
Technical Contracts
Factory Automation
Workshop (9)
PLC Programming
Parallel and Serial
Port Control
Pneumatic and
Hydraulic Systems
(4)
Pneumatic Systems
Electro- Pneumatic
Systems
Electro- Hydraulic
Basic Mechanisms
Basic and peer to
peer networks
㩷
Modelling of Machine
Parts
Assembly
Mechanisms (5)
Basic Computer
Network (3)
㩷
Modelling In
Computer (CAD) (2)
Electro-Mechanisms
BASIC COMMON SKLLS
Technical Drawing
(2)
Technical Drawing
of Mechanics Parts
Technical Drawing
of Electricty and
Electronics

Electricty –Electronics
Lab. (9)
DC Circuits
AC Circuits
Soldering
Circuits with Transistors
Making Power Supply
Logic Gates
Machine Wokshop
Measuring and Control
Tool Machines
Safety at Work
Common Lectures
(5)
Selected Lesson
(3)
Basic
Programming of
C language
Information
Technologies (2)
Hardware
Wordprocessor
Spreadsheet
㩷
㩷
Common Lectures
Common- Basic Skills
- 170 -
Vocational Skills
Annex 8-2
Standard Curriculum of Industrial Control Branch
COMMON SKLLS

Control Systems(5)
Op-Amp
Open-Loop Control
Closed-Loop Control
PID Control
Servo Drivers
Servo Mechanisms
Technical English (2)
Internet Programming
Micro-Controllers
and Security (6)
Applications(6 )
Internet
The basics od
Programming
microcontrollers
Servers
Control via Network Programming of
microcontrollers
Installing systems
with microcontrollers
Industrial Network
Systems (5)
Pneumatic Systems (3)
Pneumatic Systems
Electro- Pneumatic
Systems
Technical Terms
Technical Contracts

VOCATONAL SKLLS
Embeded Systems
Industrial Bus
Systems
SCADA Software
㩷
COMMON SKLLS
Sequence Control
Workshop (7)
Control by Relay
PLC Programming
㩷
VOCATONAL SKLLS
Sensors and Signal
Processing (6)
Computer Control (6)
Visual Programming
Language
Basic Computer
Network and Server
Services (6)
Basic and peer to
peer networks
Server Services
Op-Amp
Semi-Conductors
Temperature
Measuring
Pressure
Measuring
Level Measuring
Force-Weight
Measuring
Parallel and Serial
Port Control
㩷
Design of Electronics
-Circuits (2)
Design
Printed Circuit Design
BASIC COMMON SKLLS
Technical Drawing
(2)
Technical Drawing
of Mechanics Parts
Technical Drawing
of Electricty and
Electronics

Electricty –Electronics
Lab. (9)
DC Circuits
AC Circuits
Soldering
Circuits with Transistors
Making Power Supply
Logic Gates
Machine Wokshop
Measuring and Control
Tool Machines
Safety at Work
㩷
Common Lectures
㩷
Common Lectures
Common- Basic Skills
- 171 -
(5)
Selected Lesson
(3)
Basic
Programming of
C language
㩷
Information
Technologies (2)
Hardware
Wordprocessor
Spreadsheet

Vocational Skills
Annex 9 Curriculum for IAT Branches of Izmir AML
㪞㫉㪸㪻㪼㩷㪈㪇
㪪㫌㪹㫁㪼㪺㫋㫊
㪫㪼㫄㪼㫃㩷㪤㪼㫂㪸㫅㫀㫂
㪫㪼㫂㫅㫀㫂㩷㫍㪼㩷㪤㪼㫊㫃㪼㫂㩷㪩㪼㫊㫀㫄
㪫㪼㫄㪼㫃㩷㪜㫅㪻㬲㫊㫋㫉㫀
㪬㫐㪾㫌㫃㪸㫄㪸㫃㪸㫉㭧
㪙㪸㫊㫀㪺㩷㪤㪼㪺㪿㪸㫅㫀㪺㫊
㪫㪼㪺㪿㫅㫀㪺㪸㫃㩷㪸㫅㪻㩷㪭㫆㪺㪸㫋㫀㫆㫅㪸㫃
㪛㫉㪸㪽㫋
㪙㪸㫊㫀㪺㩷㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪘㫇㫇㫃㫀㪺㪸㫋㫀㫆㫅㫊
- 172 -
El Tesviyecilii 1
El Tesviyecilii 2
Temel Frezeleme
Temel Tornalama 1
Temel Tornalama 2
Teknik Resim
Devre emalar Çizimi
Doru Akm Devreleri
Alternatif Akm Devreleri
Lehimleme ve Bask Devre
Analog Devre Elemanlar
Transistörlü Devreler
Temel Güç Kayna Yapm
Lojik Devreler 1
Lojik Devreler 2
㪤㫆㪻㫌㫃㪼㫊
㪤㪸㫅㫌㪸㫃㩷㪣㪼㫍㪼㫃㫀㫅㪾㩷㩷㪈
㪤㪸㫅㫌㪸㫃㩷㪣㪼㫍㪼㫃㫀㫅㪾㩷㩷㪉
㪙㪸㫊㫀㪺㩷㪤㫀㫃㫃㫀㫅㪾
㪙㪸㫊㫀㪺㩷㪣㪸㫋㪿㫀㫅㪾㩷㪈
㪙㪸㫊㫀㪺㩷㪣㪸㫋㪿㫀㫅㪾㩷㪉
㪛㫉㪸㪽㫋㫀㫅㪾
㪛㫉㪸㫎㫀㫅㪾㩷㫆㪽㩷㪚㫀㫉㪺㫌㫀㫋㫊㩷㪪㪺㪿㪼㫄㪼㫊㩷
㪛㫀㫉㪼㪺㫋㩷㪚㫌㫉㫉㪼㫅㫋㩷㪚㫀㫉㪺㫌㫀㫋㫊
㪘㫃㫋㪼㫉㫅㪸㫋㫀㫍㪼㩷㪚㫌㫉㫉㪼㫅㫋㩷㪚㫀㫉㪺㫌㫀㫋㫊
㪪㫆㫃㪻㪼㫉㫀㫅㪾㩷㪸㫅㪻㩷㪚㫆㫄㫇㫉㪼㫊㫊㫀㫆㫅㩷㪚㫀㫉㪺㫌㫀㫋
㪘㫅㪸㫃㫆㪾㫌㪼㩷㪚㫀㫉㪺㫌㫀㫋㩷㪜㫃㪼㫄㪼㫅㫋㫊
㪫㫉㪸㫅㫊㫀㫊㫋㫆㫉㫀㫑㪼㪻㩷㪚㫀㫉㪺㫌㫀㫋㫊
㪙㪸㫊㫀㪺㩷㪧㫆㫎㪼㫉㩷㪪㫌㫇㫇㫃㫐
㪣㫆㪾㫀㪺㪸㫃㩷㪚㫀㫉㪺㫌㫀㫋㫊㩷㪈
㪣㫆㪾㫀㪺㪸㫃㩷㪚㫀㫉㪺㫌㫀㫋㫊㩷㪉
Bilgisayarda Modelleme 1
Bilgisayarda Modelleme 2
Temel Pnömatik
leri Pnömatik
Elektropnömatik Sistemler
Hidrolik Sistemler
Elektrohidrolik Sistemler
Bilgisayarl Kontrol 1
㪤㫆㪻㪼㫃㫀㫅㪾㩷㪦㫅㩷㪚㫆㫄㫇㫌㫋㪼㫉㩷㪈
㪤㫆㪻㪼㫃㫀㫅㪾㩷㪦㫅㩷㪚㫆㫄㫇㫌㫋㪼㫉㩷㪉
㪙㪸㫊㫀㪺㩷㪧㫅㪼㫌㫄㪸㫋㫀㪺
㪘㪻㫍㪸㫅㪺㪼㪻㩷㪧㫅㪼㫌㫄㪸㫋㫀㪺
㪜㫃㪼㪺㫋㫉㫆㪄㫇㫅㪼㫌㫄㪸㫋㫀㪺㩷㪚㫀㫉㪺㫌㫀㫋㫊
㪟㫐㪻㫉㪸㫌㫃㫀㪺㩷㪪㫐㫊㫋㪼㫄㫊
㪜㫃㪼㪺㫋㫉㫆㪄㪿㫐㪻㫉㪸㫌㫃㫀㪺㩷㪪㫐㫊㫋㪼㫄㫊
㪚㫆㫄㫇㫌㫋㪼㫉㫀㫑㪼㪻㩷㪚㫆㫅㫋㫉㫆㫃㩷㪈
㪚㫆㫄㫇㫌㫋㪼㫉㫀㫑㪼㪻㩷㪚㫆㫅㫋㫉㫆㫃㩷㪉
㪚㫆㫄㫇㫌㫋㪼㫉㫀㫑㪼㪻㩷㪚㫆㫅㫋㫉㫆㫃㩷㪊
㪚㫆㫄㫇㫌㫋㪼㫉㫀㫑㪼㪻㩷㪚㫆㫅㫋㫉㫆㫃㩷㪋
㪚㫆㫄㫇㫌㫋㪼㫉㫀㫑㪼㪻㩷㪚㫆㫅㫋㫉㫆㫃㩷㪌
㪚㫆㫄㫇㫌㫋㪼㫉㫀㫑㪼㪻㩷㪚㫆㫅㫋㫉㫆㫃㩷㪍
㪞㫉㪸㪻㪼㩷㪈㪈㩷㩿㪤㪼㪺㪿㪸㫋㫉㫆㫅㫀㪺㫊㩷㪙㫉㪸㫅㪺㪿㪀
㪙㫀㫃㪾㫀㫊㪸㫐㪸㫉㪻㪸㩷㪤㫆㪻㪼㫃㫃㪼㫄㪼㪤㫆㪻㪼㫃㫀㫅㪾㩷㫆㫅㩷㪚㫆㫄㫇㫌㫋㪼㫉㫊
㪧㫅㬬㫄㪸㫋㫀㫂㩷㫍㪼㩷㪟㫀㪻㫉㫆㫃㫀㫂
㪪㫀㫊㫋㪼㫄㫃㪼㫉
㪙㫀㫃㪾㫀㫊㪸㫐㪸㫉㫃㭧㩷㪢㫆㫅㫋㫉㫆㫃
㪧㫅㪼㫌㫄㪸㫋㫀㪺㩷㪸㫅㪻㩷㪟㫐㪻㫉㪸㫌㫃㫀㪺
㪪㫐㫊㫋㪼㫄㫊
㪚㫆㫄㫇㫌㫋㪼㫉㫀㫑㪼㪻㩷㪚㫆㫅㫋㫉㫆㫃
㪘㫉㪻㭧㮕㭧㫂㩷㪢㫆㫅㫋㫉㫆㫃
㪫㪼㫂㫅㫆㫃㫆㫁㫀㫊㫀
㪪㫌㪺㪺㪼㫊㫊㫀㫍㪼㩷㪚㫆㫅㫋㫉㫆㫃
㩿㪪㪼㫈㫌㪼㫅㫋㫀㪸㫃㩷㪚㫆㫅㫋㫉㫆㫃㪀
㪫㪼㫄㪼㫃㩷㪹㫀㫃㪾㫀㫊㪸㫐㪸㫉㩷㪘㭕㫃㪸㫉㭧㪙㪸㫊㫀㪺㩷㪚㫆㫄㫇㫌㫋㪼㫉㩷㪥㪼㫋㫎㫆㫉㫂
- 173 -
㪤㪼㫂㪸㫅㫀㫑㫄㪸㫃㪸㫉
㪤㪼㪺㪿㪸㫅㫀㫊㫄㫊
Kumanda Devre elemanlar
Asenkron Motor Kumanda Teknikleri
Asenkron Motorlara yol Vermek
PLC’ye Hazrlk
PLC Programlama
SFC Programlama
PLC’de Panel Kullanm
PLC’de Haberleme
PLC le Sistem Tasarm
PLC’ye Giri
PLC Programlama Teknikleri
Operatör Panelleri
PLC ile Motor Kontrolü
PLC ile Ünite Kontrolü
Temel Bilgisayar Alar 1
Mekanizma Teknii 1
Mekanizma Teknii 2
Mekanizma Teknii 3
Mekanizma Teknii 4
Mekanizma Teknii 5
㪞㫉㪸㪻㪼㩷㪈㪈㩷㩿㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪚㫆㫅㫋㫉㫆㫃㩷㪙㫉㪸㫅㪺㪿㪀
Anahtarlama Elemanlar
Osilatörler
lemsel Yükselteçler
㪘㫃㪾㭧㫃㪸㫐㭧㪺㭧㫃㪸㫉㩷㫍㪼㩷㪪㫀㫅㫐㪸㫃㩷㭦㮕
㪪㪼㫅㫊㫆㫉㫊㩷㪸㫅㪻㩷㪪㫀㪾㫅㪸㫃㩷㪩㪼㪺㫆㫉㪻㫀㫅㪾 Scaklk Ölçümü
㫃㪼㫄㪼
Kuvvet, Arlk ve Basnç Ölçümü
Seviye Ölçümü
Ak Ölçümü
㪙㫀㫃㪾㫀㫊㪸㫐㪸㫉㫃㭧㩷㪢㫆㫅㫋㫉㫆㫃
㪚㫆㫄㫇㫌㫋㪼㫉㫀㫑㪼㪻㩷㪚㫆㫅㫋㫉㫆㫃
㪚㫀㫉㪺㫌㫀㫋㩷㪜㫃㪼㫄㪼㫅㫋㫊㩷㫆㪽㩷㪚㫆㫅㫋㫉㫆㫃㩷
㪛㪼㫊㫐㫅㪺㪿㫉㫆㫅㫀㫑㪼㪻㩷㪤㫆㫋㫆㫉㩷㪚㫆㫅㫋㫉㫆㫃㩷㪫㪼㪺㪿㫅㫀㫈㫌㪼㫊
㪫㫆㩷㪠㫅㫀㫋㫀㪸㫋㪼㩷㪛㪼㫊㫐㫅㪺㪿㫉㫆㫅㫀㫑㪼㪻㩷㪤㫆㫋㫆㫉
㪧㫉㪼㫇㪸㫉㪸㫋㫀㫆㫅㩷㪽㫆㫉㩷㪧㪣㪚
㪧㪣㪚㩷㪧㫉㫆㪾㫉㪸㫄㫄㫀㫅㪾
㪪㪝㪚㩷㪧㫉㫆㪾㫉㪸㫄㫄㫀㫅㪾
㪬㫊㪼㩷㫆㪽㩷㪧㪸㫅㪼㫃㫊㩷㫆㫅㩷㪧㪣㪚
㪚㫆㫄㫄㫌㫅㫀㪺㪸㫋㫀㫆㫅㩷㫆㫅㩷㪧㪣㪚
㪪㫐㫊㫋㪼㫄㩷㪧㫃㪸㫅㫅㫀㫅㪾㩷㫆㫅㩷㪧㪣㪚
㪠㫅㫋㫉㫆㪻㫌㪺㫋㫀㫆㫅㩷㫋㫆㩷㪧㪣㪚
㪫㪼㪺㪿㫅㫀㫈㫌㪼㫊㩷㫆㪽㩷㪧㪣㪚㩷㪧㫉㫆㪾㫉㪸㫄㫄㫀㫅㪾
㪦㫇㪼㫉㪸㫋㫆㫉㩷㪧㪸㫅㪼㫃㫊
㪤㫆㫋㫆㫉㩷㪚㫆㫅㫋㫉㫆㫃㩷㫎㫀㫋㪿㩷㪧㪣㪚
㪬㫅㫀㫋㩷㪚㫆㫅㫋㫉㫆㫃㩷㫎㫀㫋㪿㩷㪧㪣㪚
㪙㪸㫊㫀㪺㩷㪚㫆㫄㫇㫌㫋㪼㫉㩷㪥㪼㫋㫎㫆㫉㫂㫊㩷㪈
㪙㪸㫊㫀㪺㩷㪚㫆㫄㫇㫌㫋㪼㫉㩷㪥㪼㫋㫎㫆㫉㫂㫊㩷㪉
㪙㪸㫊㫀㪺㩷㪚㫆㫄㫇㫌㫋㪼㫉㩷㪥㪼㫋㫎㫆㫉㫂㫊㩷㪊
㪤㪼㪺㪿㪸㫅㫀㫊㫄㩷㪫㪼㪺㪿㫅㫀㫈㫌㪼㩷㪈
㪤㪼㪺㪿㪸㫅㫀㫊㫄㩷㪫㪼㪺㪿㫅㫀㫈㫌㪼㩷㪉
㪤㪼㪺㪿㪸㫅㫀㫊㫄㩷㪫㪼㪺㪿㫅㫀㫈㫌㪼㩷㪊
㪤㪼㪺㪿㪸㫅㫀㫊㫄㩷㪫㪼㪺㪿㫅㫀㫈㫌㪼㩷㪋
㪤㪼㪺㪿㪸㫅㫀㫊㫄㩷㪫㪼㪺㪿㫅㫀㫈㫌㪼㩷㪌
㪪㫎㫀㫋㪺㪿㫀㫅㪾㩷㪜㫃㪼㫄㪼㫅㫋㫊
㪦㫊㪺㫀㫃㫃㪸㫋㫆㫉㫊
㪦㫇㪼㫉㪸㫋㫀㫆㫅㪸㫃㩷㪘㫄㫇㫃㫀㪽㫀㪼㫉㫊
㪤㪼㪸㫊㫌㫉㪼㫄㪼㫅㫋㩷㫆㪽㩷㪟㪼㪸㫋
㪝㫆㫉㪺㪼㪃㩷㪤㪸㫊㫊㩷㪸㫅㪻㩷㪧㫉㪼㫊㫊㫌㫉㪼㩷㪤㪼㪸㫊㫌㫉㪼㫄㪼㫅㫋
㪣㪼㫍㪼㫃㩷㪤㪼㪸㫊㫌㫉㪼㫄㪼㫅㫋
㪝㫃㫆㫎㩷㪤㪼㪸㫊㫌㫉㪼㫄㪼㫅㫋
㪚㫆㫄㫇㫌㫋㪼㫉㫀㫑㪼㪻㩷㪚㫆㫅㫋㫉㫆㫃㩷㪈
㪚㫆㫄㫇㫌㫋㪼㫉㫀㫑㪼㪻㩷㪚㫆㫅㫋㫉㫆㫃㩷㪉
㪚㫆㫄㫇㫌㫋㪼㫉㫀㫑㪼㪻㩷㪚㫆㫅㫋㫉㫆㫃㩷㪊
㪚㫆㫄㫇㫌㫋㪼㫉㫀㫑㪼㪻㩷㪚㫆㫅㫋㫉㫆㫃㩷㪋
㪚㫆㫄㫇㫌㫋㪼㫉㫀㫑㪼㪻㩷㪚㫆㫅㫋㫉㫆㫃㩷㪌
㪚㫆㫄㫇㫌㫋㪼㫉㫀㫑㪼㪻㩷㪚㫆㫅㫋㫉㫆㫃㩷㪍
- 174 -
Kumanda Devre elemanlar
Asenkron Motor Kumanda Teknikleri
Asenkron Motorlara yol Vermek
PLC’ye Hazrlk
PLC Programlama
SFC Programlama
㪘㫉㪻㭧㮕㭧㫂㩷㪢㫆㫅㫋㫉㫆㫃
㪪㫌㪺㪺㪼㫊㫊㫀㫍㪼㩷㪚㫆㫅㫋㫉㫆㫃
PLC’de Panel Kullanm
㪫㪼㫂㫅㫆㫃㫆㫁㫀㫊㫀
㩿㪪㪼㫈㫌㪼㫅㫋㫀㪸㫃㩷㪚㫆㫅㫋㫉㫆㫃㪀
PLC’de Haberleme
PLC le Sistem Tasarm
PLC’ye Giri
PLC Programlama Teknikleri
Operatör Panelleri
PLC ile Motor Kontrolü
PLC ile Ünite Kontrolü
㪫㪼㫄㪼㫃㩷㪙㫀㫃㪾㫀㫊㪸㫐㪸㫉㩷㪘㭕㫃㪸㫉㭧
㪙㪸㫊㫀㪺㩷㪚㫆㫄㫇㫌㫋㪼㫉㩷㪥㪼㫋㫎㫆㫉㫂㫊
Sunucu Servisleri 1
㫍㪼㩷㪪㫌㫅㫌㪺㫌㩷㪪㪼㫉㫍㫀㫊㫃㪼㫉㫀
㪸㫅㪻㩷㪪㪼㫉㫍㪼㫉㩷㪪㪼㫉㫍㫀㪺㪼㫊
Sunucu Servisleri 2
Sunucu Servisleri 3
Sunucu Servisleri 4
㪙㫀㫃㪾㫀㫊㪸㫐㪸㫉㫃㭧㩷㪛㪼㫍㫉㪼㩷㪫㪸㫊㪸㫉㭧
Bilgisayarl Devre Tasarm
㪚㫆㫄㫇㫌㫋㪼㫉㫀㫑㪼㪻㩷㪚㫀㫉㪺㫌㫀㫋㩷㪛㪼㫊㫀㪾㫅㫊
㫄㭧
Bilgisayarl Bask Devre Çizimi
㪞㫉㪸㪻㪼㩷㪈㪉㩷㩿㪤㪼㪺㪿㪸㫋㫉㫆㫅㫀㪺㫊㩷㪙㫉㪸㫅㪺㪿㪀
㪪㪚㪘㪛㪘㩷㫊㫀㫊㫋㪼㫄㫃㪼㫉㫀
㪪㪚㪘㪛㪘㩷㪪㫐㫊㫋㪼㫄㫊
㪤㫀㫂㫉㫆㪻㪼㫅㪼㫋㫃㪼㫐㫀㪺㫀
㪤㫀㪺㫉㫆㪻㪼㫋㪼㪺㫋㫆㫉㩷㪘㫇㫇㫃㫀㪺㪸㫋㫀㫆㫅㫊
lemsel Yükselteçler
Açk Çevrim Kontrolü
Kapal Çevrim Kontrolü
SCADA Sistemleri 1
SCADA Sistemleri 2
Mikrodenetleyici 1
Mikrodenetleyici 2
Mikrodenetleyici 3
Mikrodenetleyici 4
Mikrodenetleyici 5
Mikrodenetleyici 6
㪚㫆㫅㫋㫉㫆㫃㩷㪚㫀㫉㪺㫌㫀㫋㩷㪜㫃㪼㫄㪼㫅㫋㫊
㪪㫐㫅㪺㪿㫉㫆㫅㫀㫑㪼㪻㩷㪤㫆㫋㫆㫉㩷㪚㫆㫅㫋㫉㫆㫃㩷㪫㪼㪺㪿㫅㫀㫈㫌㪼㫊
㪫㫆㩷㪠㫅㫀㫋㫀㪸㫋㪼㩷㪪㫐㫅㪺㪿㫉㫆㫅㫀㫑㪼㪻㩷㪤㫆㫋㫆㫉㫊
㪧㫉㪼㫇㪸㫉㪸㫋㫀㫆㫅㩷㫋㫆㩷㪧㪣㪚
㪧㪣㪚㩷㪧㫉㫆㪾㫉㪸㫄㫄㫀㫅㪾
㪪㪝㪚㩷㪧㫉㫆㪾㫉㪸㫄㫄㫀㫅㪾
㪧㪸㫅㪼㫃㩷㪬㫊㫀㫅㪾㩷㫀㫅㩷㪧㪣㪚
㪚㫆㫄㫄㫌㫅㫀㪺㪸㫋㫀㫆㫅㩷㫀㫅㩷㪧㪣㪚
㪪㫐㫊㫋㪼㫄㩷㪛㪼㫊㫀㪾㫅㩷㫎㫀㫋㪿㩷㪧㪣㪚
㪠㫅㫋㫉㫆㪻㫌㪺㫋㫀㫆㫅㩷㫋㫆㩷㪧㪣㪚
㪧㪣㪚㩷㪧㫉㫆㪾㫉㪸㫄㫄㫀㫅㪾㩷㪫㪼㪺㪿㫅㫀㫈㫌㪼㫊
㪦㫇㪼㫉㪸㫋㫆㫉㩷㪧㪸㫅㪼㫃㫊
㪤㫆㫋㫆㫉㩷㪚㫆㫅㫋㫉㫆㫃㩷㫎㫀㫋㪿㩷㪧㪣㪚
㪬㫅㫀㫋㩷㪚㫆㫅㫋㫉㫆㫃㩷㫎㫀㫋㪿㩷㪧㪣㪚
㪙㪸㫊㫀㪺㩷㪚㫆㫄㫇㫌㫋㪼㫉㩷㪥㪼㫋㫎㫆㫉㫂㫊㩷㪈
㪙㪸㫊㫀㪺㩷㪚㫆㫄㫇㫌㫋㪼㫉㩷㪥㪼㫋㫎㫆㫉㫂㫊㩷㪉
㪙㪸㫊㫀㪺㩷㪚㫆㫄㫇㫌㫋㪼㫉㩷㪥㪼㫋㫎㫆㫉㫂㫊㩷㪊
㪪㪼㫉㫍㪼㫉㩷㪪㪼㫉㫍㫀㪺㪼㫊㩷㪈
㪪㪼㫉㫍㪼㫉㩷㪪㪼㫉㫍㫀㪺㪼㫊㩷㪉
㪪㪼㫉㫍㪼㫉㩷㪪㪼㫉㫍㫀㪺㪼㫊㩷㪊
㪪㪼㫉㫍㪼㫉㩷㪪㪼㫉㫍㫀㪺㪼㫊㩷㪋
㪚㫆㫄㫇㫌㫋㪼㫉㫀㫑㪼㪻㩷㪚㫀㫉㪺㫌㫀㫋㩷㪛㪼㫊㫀㪾㫅
㪚㫆㫄㫇㫌㫋㪼㫉㫀㫑㪼㪻㩷㪧㫉㪼㫊㫊㩷㪚㫀㫉㪺㫌㫀㫋㩷㪛㫉㪸㫎㫀㫅㪾
㪦㫇㪼㫉㪸㫋㫀㫆㫅㪸㫃㩷㪘㫄㫇㫃㫀㪽㫀㪼㫉㫊
㪦㫇㪼㫅㩷㪚㫐㪺㫃㪼㩷㪚㫆㫅㫋㫉㫆㫃
㪚㫃㫆㫊㪼㩷㪚㫐㪺㫃㪼㩷㪚㫆㫅㫋㫉㫆㫃
㪪㪚㪘㪛㪘㩷㪪㫐㫊㫋㪼㫄㫊㩷㪈
㪪㪚㪘㪛㪘㩷㪪㫐㫊㫋㪼㫄㫊㩷㪉
㪤㫀㪺㫉㫆㪻㪼㫋㪼㪺㫋㫆㫉㩷㪈
㪤㫀㪺㫉㫆㪻㪼㫋㪼㪺㫋㫆㫉㩷㪉
㪤㫀㪺㫉㫆㪻㪼㫋㪼㪺㫋㫆㫉㩷㪊
㪤㫀㪺㫉㫆㪻㪼㫋㪼㪺㫋㫆㫉㩷㪋
㪤㫀㪺㫉㫆㪻㪼㫋㪼㪺㫋㫆㫉㩷㪌
㪤㫀㪺㫉㫆㪻㪼㫋㪼㪺㫋㫆㫉㩷㪍
- 175 -
㪦㫋㫆㫄㪸㫋㫀㫂㩷㬒㫉㪼㫋㫀㫄
㪘㫌㫋㫆㫄㪸㫋㫀㪺㩷㪧㫉㫆㪻㫌㪺㫋㫀㫆㫅
㪝㪸㪹㫉㫀㫂㪸㩷㪦㫋㫆㫄㪸㫊㫐㫆㫅
㪧㫃㪸㫅㫋㩷㪘㫌㫋㫆㫄㪸㫋㫀㫆㫅
㪫㪼㫂㫅㫀㫂㩷㭦㫅㪾㫀㫃㫀㫑㪺㪼
㪫㪼㪺㪿㫅㫀㪺㪸㫃㩷㪜㫅㪾㫃㫀㫊㪿
Otomatik Üretim 1
Otomatik Üretim 2
Otomatik Üretim 3
Otomatik Üretim 4
Otomatik Üretim 5
Otomatik Üretim 6
Otomatik Üretim 7
Otomatik Üretim 8
Otomatik Üretim 9
Fabrika Otomasyon 1
Fabrika Otomasyon 2
Fabrika Otomasyon 3
Fabrika Otomasyon 4
Fabrika Otomasyon 5
Fabrika Otomasyon 6
Fabrika Otomasyon 7
Fabrika Otomasyon 8
Fabrika Otomasyon 9
End. Otm. Teknik Terimleri
End. Otm. Yaynlar
㪞㫉㪸㪻㪼㩷㪈㪉㩷㩿㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪚㫆㫅㫋㫉㫆㫃㩷㪙㫉㪸㫅㪺㪿㪀
㪤㫀㫂㫉㫆㪻㪼㫅㪼㫋㫃㪼㫐㫀㪺㫀
㪤㫀㪺㫉㫆㪻㪼㫋㪼㪺㫋㫆㫉㩷㪘㫇㫇㫃㫀㪺㪸㫋㫀㫆㫅㫊
㭦㫅㫋㪼㫉㫅㪼㫋㩷㪧㫉㫆㪾㫉㪸㫄㪺㭧㫃㭧㭕㭧㩷㫍㪼
㪞㬲㫍㪼㫅㫃㫀㭕㫀
㪠㫅㫋㪼㫉㫅㪼㫋㩷㪧㫉㫆㪾㫉㪸㫄㫄㫀㫅㪾㩷㪸㫅㪻
㪪㪼㪺㫌㫉㫀㫋㫐
Mikrodenetleyici 1
Mikrodenetleyici 2
Mikrodenetleyici 3
Mikrodenetleyici 4
Mikrodenetleyici 5
Mikrodenetleyici 6
Mikrodenetleyici Uygu. 1
Programlama
Veritaban
nternet Programcl Uygulamalar
nternet Güvenlii
Uzaktan Eriim
Elektronik Posta Sunucusu
㪘㫌㫋㫆㫄㪸㫋㫀㪺㩷㪧㫉㫆㪻㫌㪺㫋㫀㫆㫅㩷㪈
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㪘㫌㫋㫆㫄㪸㫋㫀㪺㩷㪧㫉㫆㪻㫌㪺㫋㫀㫆㫅㩷㪋
㪘㫌㫋㫆㫄㪸㫋㫀㪺㩷㪧㫉㫆㪻㫌㪺㫋㫀㫆㫅㩷㪌
㪘㫌㫋㫆㫄㪸㫋㫀㪺㩷㪧㫉㫆㪻㫌㪺㫋㫀㫆㫅㩷㪍
㪘㫌㫋㫆㫄㪸㫋㫀㪺㩷㪧㫉㫆㪻㫌㪺㫋㫀㫆㫅㩷㪎
㪘㫌㫋㫆㫄㪸㫋㫀㪺㩷㪧㫉㫆㪻㫌㪺㫋㫀㫆㫅㩷㪏
㪘㫌㫋㫆㫄㪸㫋㫀㪺㩷㪧㫉㫆㪻㫌㪺㫋㫀㫆㫅㩷㪐
㪧㫃㪸㫅㫋㩷㪘㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㪈
㪧㫃㪸㫅㫋㩷㪘㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㪉
㪧㫃㪸㫅㫋㩷㪘㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㪊
㪧㫃㪸㫅㫋㩷㪘㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㪋
㪧㫃㪸㫅㫋㩷㪘㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㪌
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㪧㫃㪸㫅㫋㩷㪘㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㪎
㪧㫃㪸㫅㫋㩷㪘㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㪏
㪧㫃㪸㫅㫋㩷㪘㫌㫋㫆㫄㪸㫋㫀㫆㫅㩷㪐
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㪤㫀㪺㫉㫆㪻㪼㫋㪼㪺㫋㫆㫉㩷㪘㫇㫇㫃㫀㪺㪸㫋㫀㫆㫅㫊㩷㪉
㪤㫀㪺㫉㫆㪻㪼㫋㪼㪺㫋㫆㫉㩷㪘㫇㫇㫃㫀㪺㪸㫋㫀㫆㫅㫊㩷㪊
㪧㫉㫆㪾㫉㪸㫄㫄㫀㫅㪾
㪛㪸㫋㪸㪹㪸㫊㪼
㪠㫅㫋㪼㫉㫅㪼㫋㩷㪧㫉㫆㪾㫉㪸㫄㫄㫀㫅㪾㩷㪘㫇㫇㫃㫀㪺㪸㫋㫀㫆㫅㫊
㪠㫅㫋㪼㫉㫅㪼㫋㩷㪪㪼㪺㫌㫉㫀㫋㫐
㪩㪼㫄㫆㫋㪼㩷㪩㪼㪸㪺㪿
㪜㪄㫄㪸㫀㫃㩷㪪㪼㫉㫍㪼㫉㫊
㪜㫅㪻㬲㫊㫋㫉㫀㫐㪼㫃㩷㪪㫀㫊㫋㪼㫄㫃㪼㫉
㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪪㫐㫊㫋㪼㫄㫊
㪛㪼㫅㪼㫋㫀㫄㩷㪪㫀㫊㫋㪼㫄㫃㪼㫉㫀
㪠㫅㫊㫇㪼㪺㫋㫀㫆㫅㩷㪪㫐㫊㫋㪼㫄㫊
㪧㫅㬬㫄㪸㫋㫀㫂㩷㪪㫀㫊㫋㪼㫄㫃㪼㫉
㪧㫅㪼㫌㫄㪸㫋㫀㪺㩷㪪㫐㫊㫋㪼㫄㫊
㪫㪼㫂㫅㫀㫂㩷㭦㫅㪾㫀㫃㫀㫑㪺㪼
㪫㪼㪺㪿㫅㫀㪺㪸㫃㩷㪜㫅㪾㫃㫀㫊㪿
Gömülü Sistemler 1
Gömülü Sistemler 2
Endüstriyel Bus Sistemleri
SCADA Sistemi Kurma
SCADA ile Veritaban
Açk Çevrim Kontrolü
Kapal Çevrim Kontrolü
PID Kontrolü
Servo Sürücüler
Servo Mekanizmalar
Temel Pnömatik
leri Pnömatik
Elektropnömatik Sistemler
End. Otm. Teknik Terimleri
End. Otm. Yaynlar
㪪㫆㫌㫉㪺㪼㪑㩷㪠㫑㫄㫀㫉㩷㪘㪤㪣㪃㩷㪡㪸㫅㫌㪸㫉㫐㩷㪉㪇㪇㪎
㪠㫅㫋㫉㫆㪻㫌㪺㫀㫅㪾㩷㫋㪿㪼㫄㫆㪻㫌㫃㪼㫊㩷㪻㪼㫍㪼㫃㫆㫇㪼㪻㩷㪹㫐㩷㫆㫋㪿㪼㫉㩷㫉㪼㫃㪸㫋㪼㪻㩷㪽㫀㪼㫃㪻㫊
㪙㫌㫉㫀㪼㪻㩷㪪㫐㫊㫋㪼㫄㫊㩷㪈
㪙㫌㫉㫀㪼㪻㩷㪪㫐㫊㫋㪼㫄㫊㩷㪉
㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪙㫌㫊㩷㪪㫐㫊㫋㪼㫄㫊
㪜㫊㫋㪸㪹㫃㫀㫊㪿㫄㪼㫅㫋㩷㫆㪽㩷㪪㪚㪘㪛㪘㩷㪪㫐㫊㫋㪼㫄㫊
㪛㪸㫋㪸㪹㪸㫊㪼㩷㫎㫀㫋㪿㩷㪪㪚㪘㪛㪘
㪦㫇㪼㫅㩷㪚㫐㪺㫃㪼㩷㪚㫆㫅㫋㫉㫆㫃
㪚㫃㫆㫊㪼㩷㪚㫐㪺㫃㪼㩷㪚㫆㫅㫋㫉㫆㫃
㪧㪠㪛㩷㪚㫆㫅㫋㫉㫆㫃
㪪㪼㫉㫍㫆㩷㪛㫉㫀㫍㪼㫉㫊
㪪㪼㫉㫍㫆㩷㪤㪼㪺㪿㪸㫅㫀㫊㫄㫊
㪙㪸㫊㫀㪺㩷㪧㫅㪼㫌㫄㪸㫋㫀㪺
㪘㪻㫍㪸㫅㪺㪼㪻㩷㪧㫅㪼㫌㫄㪸㫋㫀㪺
㪜㫃㪼㪺㫋㫉㫆㪄㫇㫅㪼㫌㫄㪸㫋㫀㪺㩷㪚㫀㫉㪺㫌㫀㫋㫊
- 176 -
Annex10 Document of MoNE for Establishment of the Teacher Training Center
TURKISH REPUBLIC
MINISTRY OF NATIONAL EDUCATION
GENERAL DIRECTORATE OF TECHNICAL EDUCATION FOR MALES
No
: B.08.0.ETÖ.0.10.03.03./10/235
22/01/2007
Subject: Teachers’ Training Center founded under zmir Mahzar Zorlu Anatolian Technical
School
TO THE ATTENTION OF MINISTRY
Ref:
a) Project Protocol signed between our Ministry and Japan International Agency
(JICA) on October 12, 2000 on founding the departments of Industrial Automation
Technologies under Anatolian Technical High Schools.
b) Confirmation No: 138 dated on January 9, 2004 of General Directorate of Technical
Education for Males.
While the activities of furnishing industrial technical schools affiliated with our Ministry with modern
equipment and materials depended on new technologies are still going on, it is known by you that new schools
and departments are underway with a view to train technical manpower in vocational areas that play a
predominant role in our Turkish economy.
Within this framework, Industrial Automation Technologies Departments were established in zmir
Mahzar Zorlu and Konya Adil Karaaaç Anatolian Technical high schools displaying activities as affiliated with
our Ministry and for the purpose of furnishing these departments with international standards, for these teachers’
technical trainings abroad to provide education for them in these areas, for expert Japanese consultants to work
in our country in these fields, and for developing educational programs, it is known by you that the reference (a)
concerning signing the protocol and pilot project applications being completed in 2 schools mentioned above in
2006 shall serve as a basis for the application of the project within the framework of technical cooperation
between Turkish Republic and Japanese Governments.
Within the scope of this project, 25 technical teachers completed their 6-9 month-period trainings in
Japan and returned home.
On account of our Turkish industry attempting to integrate with the world and its progress day by day in
this direction within this framework and the increasing need for qualified intermediary manpower especially in
automation area, it was approved by our Ministry through reference (b) to open up new more Industrial
Automation Technologies Departments under 20 industrial technical schools in 20 provinces with industrial
concentration.
One of the most important points is the teacher training activities to obtain the target productivity from
the said departments that are furnished through expensive investments made and funded by our Ministry.
In our country in the field of “Industrial Automation Technologies” as there were no educational
institutions with associate and licence degree programs to educate the teachers of workshop and vocational
courses, technicians and engineers, it is known by you that a teachers’ training center was built under zmir
Mahzar Zorlu Anatolian Technical high school for the purpose of meeting the need for the teachers to be
employed in generalization- oriented schools.
In this above-mentioned center it was planned to educate the teachers from Middle East Countries and
Turkic countries with the support of Japanese Government as well as to meet the need for the teachers in Turkey.
- 177 -
TURKISH REPUBLIC
MINISTRY OF NATIONAL EDUCATION
GENERAL DIRECTORATE OF TECHNICAL EDUCATION FOR MALES
No
: B.08.0.ETÖ.0.10.03.03./10/235
22/01/2007
Subject: Teachers’ Training Center founded under zmir Mahzar Zorlu Anatolian Technical
School
In parallel with those developments;
For the training of intermediary staff that know and apply the new technology in the field of Industrial
Automation Technologies, through the acquisition of knowledge to a large extent on the said subject and the
utilization from Japan’s experience and possibilities with high-technology, the “ Project of the Development of
Industrial Automation Technologies Department under zmir Mahzar Zorlu Anatolian Technical Schools
and the Foundation of Teachers’ Training Center” was prepared by General Directorate of Technical
Education for Males under Our Ministry so as to be applied depending on the cooperation agreement between
Turkish and Japanese Governments and presented to Japanese International Cooperation Agency (JICA), and
subsequently admitted.
I kindly submit and put forward this for your confirmation that the said training center should be used
with a view to update in pursuance of technological progress the teachers and administrative staff’s knowledge
and experience working in technical schools and institutions as well as to train the teachers assigned / or to be
assigned in generalization-oriented schools of industrial automation technologies department displaying activity
under our General Directorate.
Signature
Hüseyin ACIR
Deputy to General Director
I Extend With My Approval
17/01/2007
Signature
Prof. Dr. Necat BRNC
Undersecretary
CONFIRMATION
…../ 01 / 2007
Associate Prof. Hüseyin ÇELK
Minister of National Education
- 178 -
Annex 11 Problem Trees
(1) Expansion Schools
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- 182 -
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Annex 12 Terms of Reference (TOR)
The Director General of the GDTVE
The Director General of the GDTVE as the Project Director shall bear the overall responsible for the
implementation and management of the SPREAD in consultation with the Chief Advisor. Duties of the Project
Director include, but not limited to, the followings;
1.
2.
3.
4.
5.
6.
7.
To supervise the overall progress of the project plan.
To assure timely input to the Project (budgets, equipment, human resource, and etc).
To supervise the teacher training program and seminar.
To decide long term strategy of the TTC.
To represent the SPREAD at the JCC as a chair.
To liaison with the JICA Turkey Office.
To establish effective linkages and coordinating mechanism between the SPREAD and the other related
organizations.
The School Principal of the Izmir Mazhar Zorulu School
Under the supervision of the Director General of the GDTVE, the school principal of Izmir school as the
Project Manager shall be responsible for the managerial and technical matters of the SPREAD in consultation
with the Chief Advisor. Duties of the Project Director include, but not limited to, the followings;
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
To arrange the organization of the TTC
To supervise the Turkish project counterparts and other staff of the TTC.
To assure timely input of the Project (budgets, equipment, human resource, etc).
To formulate and update the Plans of Operation.
To organize training courses for the expansion schools and seminars for other VET schools involved.
To ensure on-time submission of module textbooks and teacher training textbooks.
To evaluate the teacher training courses and seminar at the TTC.
To develop long term strategy of the TTC.
To disseminate the project information to the public.
To prepare progress reports for the JCC.
To establish effective linkages and coordinating mechanism with the GDTVE and other agencies
operating relevant projects.
- 183 -
Lectures of the TTC
Under the supervision of the Project Director and Project Manager, the lectures as the Project Counterparts of
the TTC shall be responsible for implementing the project activities of the SPREAD in consultation with the
Chief Advisor and Experts. Duties of the Project Counterparts include, but not limited to, the followings;
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
To propose the detailed working plans for the PO.
To validate the OVI.
To review the ongoing teacher training courses at the TTC.
To conduct the study on needs of teacher training for IAT in the expansion schools as a baseline study.
To draft the mid term teacher training program.
To examine the purpose of teacher training and design the teacher training courses.
To design the seminars on the management of the IAT department.
To design the summer seminars for the adjacent departments in other VET schools.
To prepare teacher training textbooks.
To conduct the teacher training courses and seminars.
To develop methods and conduct evaluation for the teacher training courses.
To develop strategies for long term strategy of the TTC.
- 184 -
Chief Advisor/Center Management (JICA)
The Chief Advisor assists the Project Manager on the implementation and management of the SPREAD. The
Chief Advisor’s such assistance include, but not limited to, the followings;
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
To review the progress of the project plan.
To advice on the center management of the TTC.
To propose the mid term teacher training program.
To design the teacher training courses for the IAT departments in the expansion schools.
To conduct the teacher training courses and seminars.
Project Coordinator/Teacher Training Management (JICA)
The project coordinator assists the Project Manager with the Chief Advisor on the implementation and
management of the SPREAD. The project coordinator’s such assistance include, but not limited to, the
followings;
1.
2.
3.
4.
5.
6.
7.
To execute and coordinate the project activities of the SPREAD.
To manage the operational budget of the SPREAD allocated by JICA.
To manage the procurement of the equipment provided by JICA.
To disseminate the project information to the public.
To conduct coordination with related organizations.
- 185 -
Expert in the specific technical fields (JICA)
The Experts in the specific technical fields advise their counterparts in the TTC in the fields of their expertise
so as to assist the project activities of the SPREAD. The Experts assist the project counterparts especially in
following tasks;
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
To propose the detailed working plans for the PO.
To propose the mid term teacher training program.
To design the teacher training courses.
To observe the teacher training courses and seminars by the TTC lectures and provide necessary advice.
To develop strategies for long term strategy of the TTC.
- 186 -
䋳㪅䇭੐ᬺ੐೨⹏ଔ⴫
ઃዻ⾗ᢱ 3 ੐ᬺ੐೨⹏ଔ⴫
੐ᬺ੐೨⹏ଔ⴫㧔ᛛⴚදജࡊࡠࠫࠚࠢ࠻㧕
૞ᚑᣣ㧦ᐔᚑ 19 ᐕ 4 ᦬ 16 ᣣ
ᜂᒰㇱ㧦ੱ㑆㐿⊒ㇱ ᛛⴚᢎ⢒࠴࡯ࡓ
㧝㧚᩺ઙฬ
࠻࡞ࠦ⥄േ೙ᓮᛛⴚᢎ⢒᥉෸⸘↹ᒝൻࡊࡠࠫࠚࠢ࠻
The Project on Strengthening the Program of Expanding Industrial Automation Technologies
Department (SPREAD)
㧞㧚දജ᭎ⷐ
㧔㧝㧕ࡊࡠࠫࠚࠢ࠻⋡ᮡߣࠕ࠙࠻ࡊ࠶࠻ࠍਛᔃߣߒߚ᭎ⷐߩ⸥ㅀ
ᧄࡊࡠࠫࠚࠢ࠻ߪ‫ࠕ࡝࠻࠽ࠕޔ‬⡯ᬺ㜞ᩞ 1 ࠗ࠭ࡒ࡯࡞ᩞߩઃዻᯏ㑐ߣߒߡ⸳┙ߐࠇ
ߡ޿ࠆᢎຬ⎇ୃ࠮ࡦ࠲࡯㧔Teacher Training Center: TTC㧕ߩᢎຬ⎇ୃታᣉ૕೙ࠍ⏕┙
ߔࠆߎߣࠍ⋡⊛ߣߒߡ‫ޔ‬ᢎຬ⎇ୃ⸘↹ߩ┙᩺෸߮ታᣉ‫⹏ޔ‬ଔߦട߃ߡ‫ޔ‬TTC ߩ㐳ᦼㆇ
༡⸘↹ࠍ╷ቯߔࠆ‫ޕ‬
߹ߚ‫ޔߪ࠻ࠢࠚࠫࡠࡊᧄޔ‬TTC ߩᢎຬ⎇ୃታᣉ૕೙ࠍ⏕┙ߔࠆߎߣߦࠃࠅ‫ߩઁޔ‬
ࠕ࠽࠻࡝ࠕ⡯ᬺ㜞ᩞ 20 ᩞ߳ߩ⥄േ೙ᓮቇ⑼ߩ᥉෸ࠍଦㅴߒ‫⵾ࠦ࡞࠻ޔ‬ㅧᬺㇱ㐷ߦ߅
ߌࠆ೙ᓮᛛ⢻⠪ߩੱ᧚㔛ⷐࠍḩߚߔߎߣߦነਈߔࠆ‫ޕ‬
㧔㧞㧕දജᦼ㑆
2007 ᐕ 8 ᦬߆ࠄ 2010 ᐕ 9 ᦬߹ߢ
㧔㧟㧕දജ✚㗵㧔ᣣᧄ஥㧕
⚂ 3.4 ం౞
㧔㧠㧕දജ⋧ᚻవᯏ㑐
࠻࡞ࠦ౒๺࿖ ࿖᳃ᢎ⢒⋭ ↥ᬺᛛⴚ࡮⡯ᬺᢎ⢒✚ዪ㐳
㧔㧡㧕࿖ౝදജᯏ㑐
ᧂቯ
㧔㧢㧕⵲⋉ኻ⽎⠪෸߮ⷙᮨ╬
⋥ធ⵲⋉⠪㧦ࠕ࠽࠻࡝ࠕ⡯ᬺ㜞ᩞࠗ࠭ࡒ࡯࡞ᩞᢎຬ⎇ୃ࠮ࡦ࠲࡯
㑆ធ⵲⋉⠪㧦᥉෸ᩞ 2ᢎຬ 300 ฬ‫ޔ‬ᄐቄ࠮ࡒ࠽࡯ෳടᢎຬ
᥉෸ᩞ⥄േ೙ᓮቇ⑼ቇ↢ 3
ડᬺ㧔⵾ㅧᬺㇱ㐷㧕
㧟㧚දജߩᔅⷐᕈ࡮૏⟎ઃߌ
㧔㧝㧕⃻⁁෸߮໧㗴ὐ
࠻࡞ࠦ⚻ᷣߪ‫ޔ‬2001 ᐕߦ⚻ᷣෂᯏߩߚ߼ࡑࠗ࠽ࠬᚑ㐳ࠍ⸥㍳ߒߚ߽ߩߩ‫ޔ‬1990 ᐕએ㒠‫ޔ‬ᚑ
㐳ࠍ⛽ᜬߒߡ޿ࠆ㧔2004 ᐕߩ GDP ᐕ㑆ᚑ㐳₸ߪ 9.9㧑㧕‫ࠦ࡞࠻ޕ‬࿖᳃⚻ᷣߦ߅޿ߡ‫⵾ޔ‬ㅧᬺ
ࠕ࠽࠻࡝ࠕ⡯ᬺ㜞ᩞߪ‫ޔ‬ᾫ✵ᛛⴚ⠪ࠍ⢒ᚑߔࠆߚ߼ߩ 4 ᐕ೙ߩ㜞ᩞ㧔ਛ╬ᢎ⢒⺖⒟㧕ߢ޽ࠅ‫ޔ‬ᄖ࿖⺆㧔⧷
⺆㧕ᢎ⢒߇㊀ⷞߐࠇߡ޿ࠆ‫ࠦ࡞࠻ޕ‬࿖ౝߦ 134 ᩞ޽ࠆ‫ޕ‬
2
࠻࡞ࠦ࿖᳃ᢎ⢒⋭ߪࠕ࠽࠻࡝ࠕ⡯ᬺ㜞ᩞ 20 ᩞߦ⥄േ೙ᓮቇ⑼ࠍᣂ⸳ߒߡ޿ࠆ‫ޕ‬એਅ‫⥄ޔ‬േ೙ᓮቇ⑼߇ᣂ
ߚߦ⸳ߌࠄࠇࠆࠕ࠽࠻࡝ࠕ⡯ᬺ㜞ᩞ 20 ᩞࠍ‫ޟ‬᥉෸ᩞ‫ߣޠ‬๭߱‫ޕ‬
3
᥉෸ᩞ 1 ᩞ޽ߚࠅ⥄േ೙ᓮቇ⑼ߩቇ↢ߪ 1 ቇᐕ⚂ 60 ฬ‫ޕ‬
1
- 187 -
ߪ⚂ 4 ಽߩ 1 ࠍභ߼‫ߩߘޔ‬ഀวߪ੹ᓟߐࠄߦ㜞߹ࠆ߽ߩߣ⠨߃ࠄࠇࠆ㧔⵾ㅧᬺߩ GDP ߦභ߼
ࠆഀวߪ‫ޔ‬1990 ᐕ 22.4%‫ޔ‬1995 ᐕ 23.8%‫ޔ‬2000 ᐕ 23.8%‫ޔ‬2004 ᐕ 25.1%㧕‫⵾ࠦ࡞࠻ޕ‬ㅧᬺߩ
ᚑ㐳ߩ৻ᣇߢ‫ޔ‬ડᬺߪ೙ᓮᛛⴚߦ㑐ߔࠆ␠ຬߩᛛ⢻᳓Ḱߦḩ⿷ߒߡ޿ߥ޿ߎߣ߇ฦ⒳⺞ᩏ߆
ࠄ᣿ࠄ߆ߣߥߞߡ޿ࠆ 4‫⵾ޔߚ߹ޕ‬ㅧᬺㇱ㐷ߢߪ↢↥ᕈะ਄ߩߚ߼‫↥ޔ‬ᬺࠝ࡯࠻ࡔ࡯࡚ࠪࡦൻ
߇੹ᓟㅴ߼ࠄࠇ‫ޔ‬೙ᓮᛛⴚࠍ஻߃ߚੱ᧚ߩ㔛ⷐߪ੹ᓟ㜞߹ࠆ߽ߩߣ⠨߃ࠄࠇࠆ‫ޕ‬
࠻࡞ࠦ࿖᳃ᢎ⢒⋭ߪ‫ޔ‬೙ᓮᛛⴚࠍ஻߃ߚੱ᧚⢒ᚑߩߚ߼‫ޔ‬ᣣᧄߩᡰេߦࠃࠅ 2001 ᐕ߆ࠄ
2006 ᐕߦ߆ߌߡታᣉߐࠇߚ‫⥄ޟ‬േ೙ᓮᛛⴚᢎ⢒ᡷༀ⸘↹‫ޠ‬㧔ᛛⴚදജࡊࡠࠫࠚࠢ࠻㧕ߦ߅޿
ߡ‫ࠕ࡝࠻࠽ࠕޔ‬⡯ᬺ㜞ᩞࠗ࠭ࡒ࡯࡞ᩞ෸߮ࠦࡦࡗᩞߦ⥄േ೙ᓮቇ⑼ࠍ⸳┙ߒߚ‫⥄ޕ‬േ೙ᓮቇ
⑼ߩࠞ࡝ࠠࡘ࡜ࡓߪ‫ࠍࠢ࡯ࡢ࠻࠶ࡀ࡮࠲࡯ࡘࡇࡦࠦߣࠬࠢ࠾ࡠ࠻ࠞࡔޔ‬ਥⷐಽ㊁ߣߒߡ‫ޔ‬ฦ
⒳೙ᓮᛛⴚߩ૕♽ൻࠍ࿑ߞߚ߽ߩߢ޽ࠆ‫ࠦ࡞࠻ޕ‬࿖᳃ᢎ⢒⋭ߪ‫ޔ‬
‫⥄ ޟ‬േ೙ᓮᛛⴚᢎ⢒ᡷༀ⸘↹‫ޠ‬
ߩᚑᨐࠍฃߌߡ‫ࠦ࡞࠻ޔ‬࿖ౝฦ࿾ߩࠕ࠽࠻࡝ࠕ⡯ᬺ㜞ᩞ 20 ᩞߦ⥄േ೙ᓮቇ⑼ࠍ⸳ߌࠆߣߣ߽
ߦ‫࡞࡯ࡒ࠭ࠗޔ‬ᩞߩઃዻᣉ⸳ߣߒߡᢎຬ⎇ୃ࠮ࡦ࠲࡯㧔TTC㧕ࠍ⸳┙ߒ‫ޔ‬ᢎຬ⎇ୃࠍታᣉߔ
ࠆ╬‫⥄ޔ‬േ೙ᓮᛛⴚߩ⡯ᬺᢎ⢒⸠✵ߩ᥉෸ࠍ࿑ߞߡ޿ࠆ 5‫ޕ‬
ࠗ࠭ࡒ࡯࡞ᩞ TTC ߪ 2006 ᐕߦᢎຬ⎇ୃࠍ㐿ᆎߒߚ߇‫↪ୃ⎇ޔ‬ᢎ᧚ߩᧂ૞ᚑ‫ࠬ࡯ࠦୃ⎇ޔ‬
ߩㆇ༡૕೙ߩᧂᢛ஻‫⹏ߩࠬ࡯ࠦୃ⎇ޔ‬ଔᚻᴺߩᧂᢛ஻╬ߩ⺖㗴߇᜼ߍࠄࠇߡ޿ࠆ‫ޕ‬
㧔㧞㧕࠻࡞ࠦ᡽ᐭߩ࿖ኅ᡽╷਄ߩ૏⟎ߠߌ
࠻࡞ࠦ᡽ᐭߪ‫ޔ‬ਛᦼ㐿⊒⸘↹㧔2007 ᐕ㨪2009 ᐕ㧕ߢ‫⾗⊛ੱޟ‬Ḯߩ㐿⊒‫ࠍޠ‬ਥⷐ⋡ᮡߩ৻ߟ
ߦឝߍ‫ޔ‬㓹↪ᯏળߩჇᄢ‫⚻ޔ‬ᷣߩ࿾ၞ㑆ᩰᏅߩ✭๺‫ޔ‬ᢎ⢒࠮ࠢ࠲࡯ߩ㐿⊒ߣ޿ߞߚ᭽‫⷗ߥޘ‬
࿾߆ࠄ‫⾗⊛ੱޔ‬Ḯߩ㐿⊒ࠍㅴ߼ߡ޿ࠆ‫↥ޕ‬ᬺᛛⴚᢎ⢒࡮⡯ᬺ⸠✵㧔Technical and Vocational
Education and Training: TVET㧕ಽ㊁ߢߪ‫ޔ‬Ԙੱ᧚㔛ⷐࠍḩߚߔߚ߼ߦࡕࠫࡘ࡯࡞ᢎ⢒߳ߩォ
឵ࠍଦㅴ‫ޔ‬ԙᢎ⢒೙ᐲߣഭ௛Ꮢ႐ߩදജ㑐ଥߩᒝൻ‫ޔ‬Ԛ⧯ᐕጀߩ㓹↪ࠍ㜞߼ࠆߚ߼ߩᖱႎᛛ
ⴚࠍ஻߃ߚੱ᧚㐿⊒‫߇ޔ‬ㅴ߼ࠄࠇߡ޿ࠆ‫ޕ‬
㧔㧟㧕ᚒ߇࿖េഥ᡽╷ߣߩ㑐ㅪ‫ޔ‬࿖೎੐ᬺታᣉ⸘↹਄ߩ૏⟎ઃߌ
JICA ߪ࠻࡞ࠦ࿖೎੐ᬺታᣉ⸘↹ߦ߅޿ߡ‫ޟ‬ਛㅴ࿖ߦะߌߚੱ᧚⢒ᚑ‫ࠍޠ‬េഥ㊀ὐಽ㊁ߩ 1
ߟߣߒߡ‫ޔ‬
‫ޟ‬ᛛⴚᢎ⢒ᡷༀࡊࡠࠣ࡜ࡓ‫ࠍޠ‬ታᣉߒߡ޿ࠆ‫ޕ‬หࡊࡠࠣ࡜ࡓߪ‫↥ޔ‬ᬺ⇇ߢ᳞߼ࠄࠇ
ࠆਛၷᛛⴚ⠪ࠍ⢒ᚑߔࠆߚ߼‫ ߩࠦ࡞࠻ޔ‬TVET ᡷༀࠍ⋡⊛ߣߒߚ߽ߩߢ޽ࠆ‫ޕ‬2001 ᐕ߆ࠄ
2006 ᐕߦ߆ߌߡ‫ޔ‬ᛛⴚදജࡊࡠࠫࠚࠢ࠻‫⥄ޟ‬േ೙ᓮᛛⴚᢎ⢒ᡷༀ⸘↹‫߇ޠ‬ታᣉߐࠇ‫࠻࠽ࠕޔ‬
࡝ࠕ⡯ᬺ㜞ᩞࠗ࠭ࡒ࡯࡞ᩞ෸߮ࠦࡦࡗᩞߦ᥉෸ࡕ࠺࡞ߣߒߡߩ⥄േ೙ᓮቇ⑼߇ᣂ⸳ߐࠇߚ‫ޕ‬
ᧄࡊࡠࠫࠚࠢ࠻ߪ‫ޔ‬೨ࡊࡠࠫࠚࠢ࠻ߢ⸳┙ߐࠇߚ⥄േ೙ᓮቇ⑼ࠍઁߩࠕ࠽࠻࡝ࠕ⡯ᬺ㜞ᩞ 20
ᩞߦ᥉෸ߔࠆߎߣࠍ⋡⊛ߣߒߡ‫ޔ‬TTC ߩᢎຬ⎇ୃታᣉ૕೙ࠍ⏕┙ߔࠆ‫ޕ‬
࠻࡞ࠦ㊄ዻ⵾ຠ⵾ㅧᬺ⠪⚵ว㧔MESS㧕ߦࠃࠆੱ᧚㔛ⷐ⺞ᩏ㧔2004 ᐕ㧕‫ޔ‬ਛዊડᬺ㐿⊒ᯏ᭴㧔KOSGEB㧕
ߦࠃࠆੱ᧚㔛ⷐ⺞ᩏ㧔2005 ᐕ㧕‫ޔ‬EU ߩᡰេࠍฃߌታᣉߐࠇߡ޿ࠆ⡯ᬺᢎ⢒⸠✵೙ᐲᒝൻ⸘↹㧔MEGEP㧕ߦ
ࠃࠆੱ᧚㔛ⷐ⺞ᩏ㧔2005 ᐕ㧕ߦ߅޿ߡ‫ޔ‬೙ᓮᛛⴚࠍ஻߃ߚੱ᧚ߩਇ⿷߇ᜰ៰ߐࠇߡ޿ࠆ‫ޕ‬
5
࿖᳃ᢎ⢒⋭߇⎇ୃ੍▚ࠍ㈩ಽߒ‫࡞࡯ࡒ࠭ࠗޔ‬ᩞ TTC ߇⎇ୃࡊࡠࠣ࡜ࡓࠍ⸘↹෸߮ታᣉߔࠆ‫ޕ‬TTC ߪ‫ޔ‬
ࠗ࠭ࡒ࡯࡞ᩞߩઃዻᯏ㑐ߩ 1 ߟߢ޽ࠆߎߣ߆ࠄ‫ޔ‬หᩞߩᩞ㐳෸߮೽ᩞ㐳߇ㆇ༡▤ℂࠍⴕ߁‫ޕ‬
4
- 188 -
㧠㧚දജߩᨒ⚵ߺ
㧔㧝㧕දജߩ⋡ᮡ㧔ࠕ࠙࠻ࠞࡓ㧕
㧝㧕දജ⚳ੌᤨߩ㆐ᚑ⋡ᮡ㧔ࡊࡠࠫࠚࠢ࠻⋡ᮡ㧕
TTC ߦ߅ߌࠆᢎຬ⎇ୃࠪࠬ࠹ࡓ߇⏕┙ߐࠇࠆ‫ޕ‬
࡮ᜰᮡ࡮⋡ᮡ୯ 6
Ԙ ᢎຬ⎇ୃࠦ࡯ࠬߦ㑐ߔࠆᜰᮡ
࡮ ⎇ୃฃ⻠⠪ߩ߁ߜ‫ޔ‬XX㧑એ਄߇⥄േ೙ᓮቇ⑼ߩ᝼ᬺߦ TTC ߩ⎇ୃ߇ታ㓙ߦᓎ┙
ߟߣ⹏ଔߔࠆ‫ޕ‬
࡮ ฃ⻠↢ߩ XX%߇⎇ୃࠦ࡯ࠬࠍୃੌߔࠆ‫ޕ‬
࡮ ⎇ୃୃੌ⹜㛎ߩᐔဋὐ
ԙ ࠮ࡦ࠲࡯ㆇ༡ߦ㑐ߔࠆᜰᮡ
࡮ ᢎຬ⎇ୃࠦ࡯ࠬߩㆇ༡ᚻ㗅߇ቯ߼ࠄࠇࠆ‫ޕ‬
࡮ ⎇ୃࠦ࡯ࠬߩ⸘↹࿁ᢙߦኻߔࠆታᣉ࿁ᢙ
Ԛ TTC 㐳ᦼㆇ༡⸘↹ߦ㑐ߔࠆᜰᮡ
࡮ TTC 㐳ᦼㆇ༡⸘↹߇࿖᳃ᢎ⢒⋭ߦࠃࠅ⹺߼ࠄࠇࠆ‫ޕ‬
㧞㧕දജ⚳ੌᓟߦ㆐ᚑ߇ᦼᓙߐࠇࠆ⋡ᮡ㧔਄૏⋡ᮡ㧕
᥉෸ᩞߦ߅޿ߡ⥄േ೙ᓮᛛⴚߩ⡯ᬺᢎ⢒⸠✵߇᦭ലߦታᣉߐࠇࠆ‫ޕ‬
࡮ᜰᮡ࡮⋡ᮡ୯
ᐕ㑆 XX ੱߩቇ↢߇⥄േ೙ᓮቇ⑼ࠍතᬺߔࠆ‫ޕ‬
㧔㧞㧕ᚑᨐ㧔ࠕ࠙࠻ࡊ࠶࠻㧕ߣᵴേ
ᚑᨐ㧝 ᢎຬ⎇ୃ⸘↹߇૞ᚑߐࠇࠆ‫ޕ‬
ᵴേ㧦
1-1 ᥉෸ᩞߩ⥄േ೙ᓮቇ⑼ߩ⃻⁁ߦߟ޿ߡ‫⺞ࡦࠗ࡜ࠬ࡯ࡌޔ‬ᩏ߇ⴕࠊࠇࠆ‫ޕ‬
1-2 TTC ߩㆇ༡૕೙߇⷗⋥ߐࠇࠆ‫ޕ‬
1-3 ⃻ⴕߩਛᦼᢎຬ⎇ୃ⸘↹(2006-2011)߇ᡷ⸓ߐࠇࠆ‫ޕ‬
1-4 ࡕࠫࡘ࡯࡞࡮࠹ࠠࠬ࠻߇૞ᚑߐࠇࠆ‫ޕ‬
1-5 ᢎຬ⎇ୃࠦ࡯ࠬ߇⸳ቯߐࠇࠆ‫ޕ‬
1-6 ᢎຬ⎇ୃ↪࠹ࠠࠬ࠻߇૞ᚑߐࠇࠆ‫ޕ‬
ᚑᨐ 2 ᢎຬ⎇ୃࠦ࡯ࠬ߇ታᣉߐࠇࠆ‫ޕ‬
ᵴേ㧦
2-1 ᢎຬ⎇ୃ࠮ࡦ࠲࡯ߦታ⠌ᯏ᧚߇ᢛ஻ߐࠇࠆ‫ޕ‬
2-2 ⎇ୃฃ⻠⠪ߦኻߔࠆ੐೨⺑᣿߇ታᣉߐࠇࠆ‫ޕ‬
2-3 ᢎຬ⎇ୃࠦ࡯ࠬ߇ታᣉߐࠇࠆ‫ޕ‬
2-4 ⥄േ೙ᓮቇ⑼ߩㆇ༡ߦ㑐ߔࠆ࠮ࡒ࠽࡯߇ታᣉߐࠇࠆ‫ޕ‬
ᚑᨐ 3 ᢎຬ⎇ୃࠦ࡯ࠬߩ⹏ଔ߇ⴕࠊࠇࠆ‫ޕ‬
6
ᜰᮡਛߩᢙ୯ߦߟ޿ߡߪ‫⺞ࡦࠗ࡜ࠬ࡯ࡌޔ‬ᩏߩ⚿ᨐࠍ߰߹߃‫৻╙ޔ‬࿁วห⺞ᢛળ⼏ߦ߅޿ߡ᳿ቯߔࠆ‫ޕ‬
- 189 -
ᵴേ㧦
3-1 ᢎຬ⎇ୃࠦ࡯ࠬߩ⹏ଔၮḰ෸߮⹏ଔᚻᴺ߇⸳ቯߐࠇࠆ‫ޕ‬
3-2 ᢎຬ⎇ୃࠦ࡯ࠬߦኻߔࠆ⹏ଔ߇ㆡಾߦታᣉߐࠇࠆ‫ޕ‬
3-3 ᥉෸ᩞߦ߅ߌࠆ⥄േ೙ᓮቇ⑼ߩ᝼ᬺ෸߮ㆇ༡ߦ㑐ߒ‫ޕࠆࠇࠊⴕ߇ࠣࡦ࡝࠲࠾ࡕޔ‬
3-4 ᢎຬ⎇ୃࠦ࡯ࠬ߅ࠃ߮⎇ୃ࠹ࠠࠬ࠻ߩ⷗⋥ߒ߇ⴕࠊࠇࠆ‫ޕ‬
ᚑᨐ 4 TTC ߩ⸘↹╷ቯᯏ⢻߇ᒝൻߐࠇࠆ‫ޕ‬
ᵴേ㧦
4-1 TTC ߩਛ㐳ᦼ⊛ᓎഀ߇․ቯߐࠇࠆ‫ޕ‬
4-2 TTC ߩ㐳ᦼㆇ༡⸘↹߇૞ᚑߐࠇࠆ‫ޕ‬
㧔㧟㧕ᛩ౉㧔ࠗࡦࡊ࠶࠻㧕
Ԙ ᣣᧄ஥㧔✚㗵 3.4 ం౞㧕
ኾ㐷ኅᵷ㆜‫ޔ‬ଏਈᯏ᧚‫ୃ⎇ޔ‬ຬฃߌ౉ࠇ‫ޔ‬࿷ᄖ੐ᬺᒝൻ⚻⾌
ԙ ࠻࡞ࠦ౒๺࿖஥㧔✚㗵 2.5 ం౞㧕
ࠞ࠙ࡦ࠲࡯ࡄ࡯࠻ੱઙ⾌‫ޔ‬ᣉ⸳࡮࿯࿾ᚻ㈩‫ୃ⎇ޔ‬ታᣉ⚻⾌ ╬
㧔㧠㧕ᄖㇱⷐ࿃㧔ḩߚߐࠇࠆߴ߈ᄖㇱ᧦ઙ㧕
Ԙ ೨ឭ᧦ઙ
TTC ߩㆇ༡੍▚߇ㆡಾߦ㈩ಽߐࠇࠆ‫ޕ‬
ࠞ࠙ࡦ࠲࡯ࡄ࡯࠻߇ᚲⷐੱᢙ㈩ዻߐࠇࠆ‫ޕ‬
ԙ ᚑᨐ㆐ᚑߩߚ߼ߩᄖㇱ᧦ઙ
⥄േ೙ᓮቇ⑼ߩᢎຬ߇ㆡᤨ㈩⟎ߐࠇࠆ‫ޕ‬
Ԛ ࡊࡠࠫࠚࠢ࠻⋡ᮡ㆐ᚑߩߚ߼ߩᄖㇱ᧦ઙ
ᄢඨߩࠞ࠙ࡦ࠲࡯ࡄ࡯࠻߇⇣േߒߥ޿‫ޕ‬
ԛ ਄૏⋡ᮡ㆐ᚑߩߚ߼ߩᄖㇱ᧦ઙ
⥄േ೙ᓮቇ⑼߳ߩ౉ቇ⠪ᢙ߇ᄢ᏷ߦᷫዋߒߥ޿‫ޕ‬
㧡㧚⹏ଔ 5 㗄⋡ߦࠃࠆ⹏ଔ⚿ᨐ
㧔㧝㧕ᅷᒰᕈ
ᧄࡊࡠࠫࠚࠢ࠻ߩᅷᒰᕈߪએਅߩὐ߆ࠄ㜞޿ߣ⠨߃ࠄࠇࠆ‫ޕ‬
࡮ ࠻࡞ࠦ᡽ᐭߩਛᦼ㐿⊒⸘↹(2007㨪2009 ᐕ)ߦ߅޿ߡ‫⾗⊛ੱޔ‬Ḯߩ㐿⊒ࠍㅢߓߚ㓹↪ᯏળ
ߩჇᄢߪਛᦼ㐿⊒⸘↹ߩਥⷐㇱಽߣߒߡ᣿⏕ߦ૏⟎ઃߌࠄࠇߡ޿ࠆ‫ޕ‬
࡮ ⵾ㅧᬺㇱ㐷ߩੱ᧚࠾࡯࠭ߦ㑐ߔࠆฦ⒳⺞ᩏߦࠃࠅ‫ޔ‬೙ᓮᛛⴚࠍ஻߃ߚੱ᧚ߩਇ⿷߇ᜰ៰
ߐࠇߡ޿ࠆߎߣ߆ࠄ‫⥄ޔ‬േ೙ᓮቇ⑼ߩᢎຬ⎇ୃࠍⴕ߁ᧄࡊࡠࠫࠚࠢ࠻ߪ‫⵾ࠦ࡞࠻ޔ‬ㅧᬺ
ߩੱ᧚࠾࡯࠭ߦว⥌ߒߚ߽ߩߣ޿߃ࠆ‫ޕ‬
࡮ TTC ߪ 2006 ᐕࠃࠅᢎຬ⎇ୃࠍታᣉߒߡ޿ࠆ߽ߩߩ‫ᧂߩ࠻ࠬࠠ࠹↪ୃ⎇ޔ‬૞ᚑ‫࡯ࠦୃ⎇ޔ‬
ࠬߩㆇ༡૕೙ߩᧂᢛ஻‫⹏ߩࠬ࡯ࠦୃ⎇ޔ‬ଔᚻᴺߩᧂᢛ஻╬ߩ໧㗴ὐ߇᜼ߍࠄࠇߡ޿ࠆߚ
߼‫ ࠅࠃߦ࠻ࠢࠚࠫࡠࡊᧄޔ‬TTC ߩ⎇ୃታᣉ૕೙ࠍ⏕┙ߔࠆߎߣߪ‫ࡊ࡯࡞ࠣ࠻࠶ࠥ࡯࠲ޔ‬
- 190 -
ߢ޽ࠆ TTC ⎇ୃ⻠Ꮷߩ࠾࡯࠭ߦว⥌ߒߡ޿ࠆ‫ޕ‬
࡮ ᧄࡊࡠࠫࠚࠢ࠻ߪ‫ޔ‬JICA ࿖೎੐ᬺታᣉ⸘↹ߩេഥ㊀ὐಽ㊁‫ޟ‬ਛㅴ࿖ߦ߻ߌߚੱ᧚⢒ᚑ‫ޠ‬
ߦ૏⟎ߠߌࠄࠇࠆ‫ޕ‬
㧔㧞㧕᦭ലᕈ
ᧄࡊࡠࠫࠚࠢ࠻ߪ‫ޔ‬એਅߩℂ↱߆ࠄ᦭ലᕈ߇⷗ㄟ߹ࠇࠆ‫ޕ‬
࡮ ᧄࡊࡠࠫࠚࠢ࠻ߪ TTC ߦ߅ߌࠆ⎇ୃࠪࠬ࠹ࡓ⏕┙ࠍࡊࡠࠫࠚࠢ࠻⋡ᮡߣߒߡ޿ࠆ߇‫ޔ‬ห
⋡ᮡߦ㑐ߔࠆᜰᮡߣߒߡ‫ޔ‬ᢎຬ⎇ୃࠦ࡯ࠬߦ㑐ߔࠆᜰᮡߩઁ‫࡯࠲ࡦ࠮ޔ‬ㆇ༡ߦ㑐ߔࠆᜰ
ᮡ‫ޔ‬㐳ᦼㆇ༡⸘↹ߦ㑐ߔࠆᜰᮡ߇⸳ߌࠄࠇߡ޿ࠆߚ߼‫⋡࠻ࠢࠚࠫࡠࡊޔ‬ᮡߪ᣿⏕ߦ⸳ቯ
ߐࠇߡ޿ࠆ‫ޕ‬
࡮ ᧄࡊࡠࠫࠚࠢ࠻ߪ‫ޔ‬ᢎຬ⎇ୃ⸘↹ߩ૞ᚑ෸߮ታᣉ‫⹏ޔ‬ଔࠍㅢߓߡ‫ୃ⎇࡯࠲ࡦ࠮ޔ‬ታᣉ૕
೙ࠍ⏕┙ߔࠆઁ‫࡯࠲ࡦ࠮ޔ‬㐳ᦼㆇ༡⸘↹ߩ૞ᚑࠍㅢߓߡ‫╷↹⸘࡯࠲ࡦ࠮ޔ‬ቯᯏ⢻ࠍᒝൻ
ߔࠆߎߣ߆ࠄ‫⋡࠻ࠢࠚࠫࡠࡊޔ‬ᮡࠍ㆐ᚑߔࠆߚ߼ߦචಽߥࠕ࠙࠻ࡊ࠶࠻߇ቯ߼ࠄࠇߡ޿
ࠆ‫ޕ‬
㧔㧟㧕ല₸ᕈ
ᧄࡊࡠࠫࠚࠢ࠻ߪ‫ޔ‬એਅߩℂ↱߆ࠄല₸⊛ታᣉ߇⷗ㄟ߹ࠇࠆ‫ޕ‬
࡮ TTC ᑪ⸳෸߮ᯏ᧚⺞㆐‫ޔ‬᥉෸ᩞߦ߅ߌࠆ⥄േ೙ᓮቇ⑼ߩᯏ᧚⺞㆐ߪ‫ࠦ࡞࠻ޔ‬᡽ᐭߩ⥄࿖
੍▚ߢㅴ߼ࠄࠇߡ߅ࠅ‫ୃ⎇ߚ߹ޔ‬ฃ⻠⠪ߩᣏ⾌╬‫ୃ⎇ޔ‬ታᣉ⚻⾌ߪหߓߊ࠻࡞ࠦ᡽ᐭߩ
⥄࿖੍▚ߢ⾔ࠊࠇߡ޿ࠆߚ߼‫࠻ࠢࠚࠫࡠࡊޔ‬ᵴേߩߚ߼ߩ࠻࡞ࠦ஥ߩᛩ౉ߪㆡಾߦⴕࠊ
ࠇࠆߣ⷗ㄟ߹ࠇࠆ‫ޕ‬
࡮ ᧄࡊࡠࠫࠚࠢ࠻ߢ㈩⟎ߐࠇࠆࠞ࠙ࡦ࠲࡯ࡄ࡯࠻ߪ‫ޔ‬೨ࡊࡠࠫࠚࠢ࠻ߦ߅޿ߡ⥄േ೙ᓮᛛ
ⴚߦ㑐ߔࠆᛛⴚ⒖ォࠍᣣᧄੱኾ㐷ኅ߆ࠄฃߌߡ޿ࠆߚ߼‫ޔ‬೨ࡊࡠࠫࠚࠢ࠻ࠃࠅ߽ዋߥ޿
ᣣᧄ஥ߩᛩ౉ߢࡊࡠࠫࠚࠢ࠻ᵴേߩታᣉ߇น⢻ߣ⷗ㄟ߹ࠇࠆ‫ޕ‬
࡮ ࿖᳃ᢎ⢒⋭ߦࠃࠅ‫ޔ‬᥉෸ᩞ⥄േ೙ᓮቇ⑼ߩᢎຬߪᔅⷐੱᢙ㓹↪ߐࠇߡ޿ࠆߚ߼‫ޔ‬ᚑᨐ㆐
ᚑߩߚ߼ߩᄖㇱ᧦ઙ‫⥄ޟ‬േ೙ᓮቇ⑼ߩᢎຬ߇ㆡᤨ㈩⟎ߐࠇࠆ‫ߪޠ‬ḩߚߐࠇࠆ⷗ㄟߺߢ޽
ࠆ‫ޕ‬
㧔㧠㧕ࠗࡦࡄࠢ࠻
ᧄࡊࡠࠫࠚࠢ࠻ߩࠗࡦࡄࠢ࠻ߪ‫ޔ‬એਅߩߣ߅ࠅ੍᷹ߐࠇࠆ‫ޕ‬
࡮ ᧄࡊࡠࠫࠚࠢ࠻ߪ‫ޔ‬᥉෸ᩞߩ⥄േ೙ᓮቇ⑼ᢎຬ⚂ 300 ฬࠍኻ⽎ߦᢎຬ⎇ୃࠍታᣉߔࠆߎ
ߣࠍਥߥ⋡⊛ߣߒߡ޿ࠆ߇‫⥄ޔ‬േ೙ᓮቇ⑼ߩ㓞ធቇ⑼ߢ޽ࠆᯏ᪾ቇ⑼‫ޔ‬㔚᳇ቇ⑼‫ࡦࠦޔ‬
ࡇࡘ࡯࠲ቇ⑼╬ߩᢎຬࠍኻ⽎ߣߒߚ⍴ᦼ࠮ࡒ࠽࡯߽ⴕ߁ 7‫ޕ‬
࡮ ࠻࡞ࠦߪ‫ߩ╬࡞࡯ࡒ࠭ࠗޔ࡞࡯ࡉࡦ࠲ࠬࠗޔ‬ᄢㇺᏒࠍ᦭ߒ‫ޔ‬EU ⻉࿖ߣߩ⚿߮ߟ߈߇ᒝߊ
໡Ꮏᬺߩ⊒ዷ߇⪺ߒ޿⷏ㇱ࿾ၞߣ‫ޔ‬ጊጪ࿾Ꮺߢ⚻ᷣ㐿⊒߆ࠄขࠅᱷߐࠇߚ᧲ㇱ࿾ၞߣߩ
㑆ߢᄢ߈ߥ⚻ᷣᩰᏅ߇޽ࠆ‫᧲ޔߪ࠻ࠢࠚࠫࡠࡊᧄޕ‬ㇱ࿾ၞࠍ฽߼‫ోࠦ࡞࠻ޔ‬࿖߆ࠄㆬቯ
ߐࠇߚ᥉෸ᩞ 20 ᩞߦ߅ߌࠆ⥄േ೙ᓮቇ⑼⸳┙ࠍᡰេߔࠆߎߣ߆ࠄ‫ࠦ࡞࠻ޔ‬࿖ౝߩ࿾ၞ㑆
㓞ធቇ⑼ߩᢎຬߩౝ⸶ߪᰴߩߣ߅ࠅ‫ޕ‬㔚᳇࡮㔚ሶቇ⑼ 5,548 ฬ‫࠲࡯ࡘࡇࡦࠦޔ‬ቇ⑼ 1,964 ฬ‫ޔ‬ᯏ᪾ቇ⑼ 2,591
ฬ㧔࿖᳃ᢎ⢒⋭ ↥ᬺᛛⴚᢎ⢒࡮⡯ᬺ⸠✵✚ዪ㧕‫ޕ‬
7
- 191 -
ᩰᏅᤚᱜߦ߽⽸₂ߔࠆ߽ߩߣ⷗ㄟ߹ࠇࠆ‫ޕ‬
㧔㧡㧕⥄┙⊒ዷᕈ
ᧄࡊࡠࠫࠚࠢ࠻ߩ⥄┙⊒ዷᕈߪ‫ޔ‬એਅߩℂ↱߆ࠄ㜞޿ߣ⠨߃ࠄࠇࠆ‫ޕ‬
࡮ ࠻࡞ࠦ࿖᳃ᢎ⢒⋭ߪ⥄࿖੍▚ߢ TTC ᑪ⸳‫ޔ‬᥉෸ᩞߦ߅ߌࠆ⥄േ೙ᓮቇ⑼ߩᯏ᧚⺞㆐ࠍㅴ
߼‫ޔ‬2006 ᐕߦᢎຬ⎇ୃࠍ⁛⥄ߦ㐿ᆎߒߡ޿ࠆߎߣ߆ࠄ‫ޔ‬ห⋭ߪᧄࡊࡠࠫࠚࠢ࠻ߦᒝ޿ࠗ
࠾ࠪࠕ࠹ࠖࡉࠍ᦭ߒߡ޿ࠆ‫ޕ‬
࡮ ᧄࡊࡠࠫࠚࠢ࠻ߦ߅޿ߡ‫ޔ‬ᣣᧄੱኾ㐷ኅߪ‫࠻ࠬࠠ࠹࡮࡞࡯ࡘࠫࡕޔ‬෸߮ᢎຬ⎇ୃ↪࠹ࠠ
ࠬ࠻૞ᚑ෸߮࠮ࡦ࠲࡯ㆇ༡ߦ㑐ߔࠆഥ⸒╬‫ࠦ࡞࠻ޔ‬஥ߦࠃࠆࡊࡠࠫࠚࠢ࠻ᵴേߩ஥㕙ᡰ
េࠍⴕ߁ߚ߼‫ࠦ࡞࠻ޔ‬஥ߩࠝ࡯࠽࡯ࠪ࠶ࡊߪ⏕଻ߐࠇߡ޿ࠆ‫ޕ‬
㧢㧚⽺࿎࡮ࠫࠚࡦ࠳࡯࡮ⅣႺ╬߳ߩ㈩ᘦ
࠻࡞ࠦߪ‫ߩ╬࡞࡯ࡒ࠭ࠗޔ࡞࡯ࡉࡦ࠲ࠬࠗޔ‬ᄢㇺᏒࠍ᦭ߒ‫ޔ‬EU ⻉࿖ߣߩ⚿߮ߟ߈߇ᒝߊ໡
Ꮏᬺߩ⊒ዷ߇⪺ߒ޿⷏ㇱ࿾ၞߣ‫ޔ‬ጊጪ࿾Ꮺߢ⚻ᷣ㐿⊒߆ࠄขࠅᱷߐࠇߚ᧲ㇱ࿾ၞߣߩ㑆ߢᄢ߈
ߥ⚻ᷣᩰᏅ߇޽ࠆ‫᧲ޔߪ࠻ࠢࠚࠫࡠࡊᧄޕ‬ㇱ࿾ၞࠍ฽߼‫ోࠦ࡞࠻ޔ‬࿖߆ࠄㆬቯߐࠇߚ᥉෸ᩞ
20 ᩞߦ߅ߌࠆ⥄േ೙ᓮቇ⑼⸳┙ࠍᡰេߔࠆߎߣ߆ࠄ‫ࠦ࡞࠻ޔ‬࿖ౝߩ࿾ၞ㑆ᩰᏅᤚᱜߦ㈩ᘦߒ
ߚ߽ߩߣ޿߃ࠆ‫ޕ‬
߹ߚ‫ࠕ࡝࠻࠽ࠕޔ‬⡯ᬺ㜞ᩞࠗ࠭ࡒ࡯࡞ᩞߩ⥄േ೙ᓮቇ⑼ᢎຬߩ߁ߜ‫ޔ‬2 ฬ߇ᅚᕈߢ޽ࠆ߇‫ޔ‬
ࡊࡠࠫࠚࠢ࠻ߦ߅ߌࠆ⎇ୃ⻠Ꮷߩㆬቯߢߪ‫ߦࠬࡦ࡜ࡃ࡯࠳ࡦࠚࠫޔ‬㈩ᘦߔࠆߎߣߣߔࠆ‫ޕ‬
㧣㧚ㆊ෰ߩ㘃ૃ᩺ઙ߆ࠄߩᢎ⸠ߩᵴ↪
೨ࡊࡠࠫࠚࠢ࠻‫⥄ޟ‬േ೙ᓮᛛⴚᡷༀ⸘↹㧔2006 ᐕ 4 ᦬⚳ੌ㧕ߢߪ‫⥄ޔ‬േ೙ᓮቇ⑼ߩᢎ⑼ᦠ
߇㐿⊒ߐࠇߚ߇‫ޔ‬ᢎ⑼ᦠ૞ᚑᤨߩ૞ᬺ⽶⩄߇ᄢ߈ߥ߽ߩߣߥߞߚߚ߼‫ޔ‬ห૞ᬺ⽶⩄߳ߩ㈩ᘦ߇
ᔅⷐߣߩᢎ⸠߇᜼ߍࠄࠇߚ‫࠻ࠬࠠ࠹࡮࡞࡯ࡘࠫࡕߪ࠻ࠢࠚࠫࡠࡊᧄޕ‬෸߮ᢎຬ⎇ୃ↪࠹ࠠࠬ࠻
ߩ૞ᚑࠍᵴേߦ฽ࠎߢ޿ࠆ߇‫࠻ࠬࠠ࠹࡮࡞࡯ࡘࠫࡕޔ‬૞ᚑߪᣢߦࠞ࠙ࡦ࠲࡯ࡄ࡯࠻ߦࠃߞߡ⌕
ᚻߐࠇߡ޿ࠆߚ߼‫ޔ‬ᣣᧄੱኾ㐷ኅߪᔅⷐߥഥ⸒ࠍⴕ߁‫ޔߚ߹ޕ‬ᢎຬ⎇ୃ↪࠹ࠠࠬ࠻ߪ‫ޔ‬೨ࡊࡠ
ࠫࠚࠢ࠻ߢ㐿⊒ߐࠇߚᢎ⑼ᦠ╬‫ޔ‬ᣢሽߩᢥ₂⾗ᢱࠍᵴ↪ߒߟߟ‫ޔ‬૞ᚑߔࠆߎߣߣߔࠆ‫ޕ‬
㧤㧚੹ᓟߩ⹏ଔ⸘↹
2009 ᐕ 2 ᦬ ਛ㑆⹏ଔ⺞ᩏ
2010 ᐕ 2 ᦬ ⚳ੌᤨ⹏ଔ⺞ᩏ
- 192 -
䋴㪅䇭䊒䊨䉳䉢䉪䊃䊶䊄䉨䊠䊜䊮䊃
ઃዻ⾗ᢱ 4 ࡊࡠࠫࠚࠢ࠻࡮࠼ࠠࡘࡔࡦ࠻㧔๺ᢥ㧕
ࡊࡠࠫࠚࠢ࠻࡮࠼ࠠࡘࡔࡦ࠻
࠻࡞ࠦ⥄േ೙ᓮᛛⴚᢎ⢒᥉෸⸘↹ᒝൻࡊࡠࠫࠚࠢ࠻
㧔╙ 㧕
ᐕ ᦬
- 193 -
ᵈ㧕ᧄ࠼ࠠࡘࡔࡦ࠻ߪ‫౒ࠦ࡞࠻ޔ‬๺࿖᡽ᐭ㑐ଥᒰዪߣ JICA ߩวหߢ૞ᚑߐࠇߚ‫ ࡔࡘࠠ࠼ᧄޕ‬
ࡦ࠻ߪ‫ߩ࠻ࠢࠚࠫࡠࡊޔ‬⢛᥊෸߮ၮᧄ⸘↹ࠍ␜ߒߚ߽ߩߢ޽ࠅ‫࠻ࠢࠚࠫࡠࡊޔ‬ᵴേߩㅴ᝞
ߦ઻޿‫ޔ‬ᔅⷐߦᔕߓߡㆡቱ⷗⋥ߐࠇࠆ‫ޕ‬
- 194 -
⋡ ᰴ
⇛⺆⴫
⋡ ᰴ
╙㧝┨ ᐨ ╙㧞┨ ࡊࡠࠫࠚࠢ࠻ታᣉߩ⢛᥊ 㧞㧙㧝 ␠ળ࡮⚻ᷣᖱ൓ 㧞㧙㧞 ᢎ⢒࠮ࠢ࠲࡯ో૕ߩ⁁ᴫ 㧞㧙㧞㧙㧝 ᢎ⢒೙ᐲߣᢎ⢒ⴕ᡽ 㧞㧙㧞㧙㧞 ৻⥸ᢎຬ⎇ୃ 㧞㧙㧟 ᢎ⢒ಽ㊁ߩ᡽ᐭ㐿⊒ᣇ㊎㧞㧙㧠㑐ㅪࡊࡠࠫࠚࠢ࠻ 㧞㧙㧠㧙㧝 ⡯ᬺᢎ⢒⸠✵೙ᐲᒝൻ⸘↹ 㧞㧙㧠㧙㧞 ઁߩ࠼࠽࡯ߦࠃࠆ㑐ㅪࡊࡠࠫࠚࠢ࠻ ╙㧟┨ 㐿⊒⺖㗴‫↥ޟ‬ᬺੱ᧚⢒ᚑ‫⺖ߣ⁁⃻ߩޠ‬㗴㧟㧙㧝㐿⊒⺖㗴‫↥ޟ‬ᬺੱ᧚⢒ᚑ‫ ⁁⃻ߩޠ‬
㧟㧙㧝㧙㧝 ⥄േ೙ᓮᛛⴚߦ㑐ߔࠆੱ᧚㔛ⷐ 㧟㧙㧝㧙㧞 ࠻࡞ࠦߦ߅ߌࠆᣣ♽ડᬺߩᵴേ 㧟㧙㧞 ↥ᬺᛛⴚᢎ⢒ߩ೙ᐲ⊛ᨒ⚵ߺ 㧟㧙㧞㧙㧝 ࠻࡞ࠦߩ⥄േ೙ᓮቇ⑼᥉෸⸘↹ 㧟㧙㧞㧙㧞 ⥄േ೙ᓮቇ⑼ߩ᥉෸ᩞ 㧟㧙㧞㧙㧟 ⥄േ೙ᓮቇ⑼ߩጁୃࠪࠬ࠹ࡓ 㧟㧙㧟 ᢎຬ⎇ୃ࠮ࡦ࠲࡯ߩ⃻⁁ߣ⺖㗴㧟㧙㧟㧙㧝 ᢎຬ⎇ୃ࠮ࡦ࠲࡯ߩ⃻⁁ 㧟㧙㧟㧙㧞 ᢎຬ⎇ୃ࠮ࡦ࠲࡯ߩ⺖㗴 ╙㧠┨ ࡊࡠࠫࠚࠢ࠻ᚢ⇛ 㧠㧙㧝 ࡊࡠࠫࠚࠢ࠻ᚢ⇛ߩ᭎ⷐ 㧠㧙㧝㧙㧝 ࠕࡊࡠ࡯࠴ߩㆬᛯ 㧠㧙㧝㧙㧞 ࡊࡠࠫࠚࠢ࠻ࠨࠗ࠻ 㧠㧙㧞 ࡊࡠࠫࠚࠢ࠻ߩታᣉ૕೙ 㧠㧙㧞㧙㧝 ࡊࡠࠫࠚࠢ࠻ታᣉᯏ㑐㧠㧙㧞㧙㧞 ࠞ࠙ࡦ࠲࡯ࡄ࡯࠻ߩ㈩⟎ ╙㧡┨ ࡊࡠࠫࠚࠢ࠻ߩၮᧄ⸘↹ 㧡㧙㧝 ਄૏⋡ᮡ - 195 -
㧡㧙㧞 ࡊࡠࠫࠚࠢ࠻⋡ᮡ 㧡㧙㧟 ᚑᨐߣᵴേ 㧡㧙㧠 ᵴേ⸘↹㧔21㧕㧡㧙㧡 ᛩ౉ 㧡㧙㧡㧙㧝 ࠻࡞ࠦ஥ᛩ౉ 㧡㧙㧡㧙㧞 ᣣᧄ஥ᛩ౉ 㧡㧙㧢 ᄖㇱ᧦ઙ෸߮೨ឭ᧦ઙ 㧡㧙㧢㧙㧝 ᄖㇱ᧦ઙ 㧡㧙㧢㧙㧞 ೨ឭ᧦ઙ ╙㧢┨ ࡊࡠࠫࠚࠢ࠻ߩታᣉᅷᒰᕈ 㧢㧙㧝 ᅷᒰᕈ 㧢㧙㧞 ᦭ലᕈ 㧢㧙㧟 ല₸ᕈ 㧢㧙㧠 ࠗࡦࡄࠢ࠻ 㧢㧙㧡 ⥄┙⊒ዷᕈ 㧢㧙㧢 ⚿⺰ ╙㧣┨ ࡕ࠾࠲࡝ࡦࠣߣ⹏ଔ 㧣㧙㧝 ࡊࡠࠫࠚࠢ࠻ࡑࡀࠫࡔࡦ࠻਄ߩ⇐ᗧὐ 㧣㧙㧞 ࡕ࠾࠲࡝ࡦࠣ⸘↹ - 196 -
╙㧝┨ ᐨ
1990 ᐕઍએ㒠‫ߩࠦ࡞࠻ޔ‬࿖᳃⚻ᷣߪᕆᚑ㐳ࠍ⛯ߌߡ޿ࠆ‫ޕ‬1990 ᐕઍߪ‫৻╙ޔ‬ᰴḧጯᚢ੎‫ޔ‬
㜞ࠗࡦࡈ࡟‫ߩࠕࠪࡠޔ‬᡽ᴦ⚻ᷣෂᯏߥߤߦ߽߆߆ࠊࠄߕ‫ޔ‬GDP ߩᐕ㑆ᚑ㐳ߪᐔဋ 3㧑ࠍ⿧߃ߚ‫ޕ‬
2001 ᐕߦߪᄢ߈ߥ⚻ᷣෂᯏ߇޽ࠅࡑࠗ࠽ࠬᚑ㐳ߣߥߞߚ߇‫ߩߘޔ‬ᓟߪ 6㧑㧔2003 ᐕ㧕߆ࠄ 9㧑
㧔2004 ᐕ㧕ߣ GDP ߩᚑ㐳߇⛽ᜬߐࠇߡ޿ࠆ‫⵾ޕ‬ㅧᬺ࠮ࠢ࠲࡯ߩ GDP ⽸₂₸ߪ 1990 ᐕ 22.4%‫ޔ‬
1995 ᐕ 23.8%‫ޔ‬2000 ᐕ 23.8%㧔1995 ᐕߣห₸㧕෸߮ 2004 ᐕ 25.1%ߢ޽ߞߚ‫ࠆࠇߐ␜ߦߎߎޕ‬
ࠃ߁ߦ‫ߩࠦ࡞࠻ޔ‬࿖᳃⚻ᷣߩ߶߷ 4 ಽߩ 1 ߪ⵾ㅧᬺ࠮ࠢ࠲࡯ߦࠃߞߡᜂࠊࠇߡ޿ࠆ‫ޕ‬
࠻࡞ࠦ࿖᳃ᢎ⢒⋭ߪ‫ޔ‬೙ᓮᛛⴚࠍ஻߃ߚੱ᧚⢒ᚑߩߚ߼‫ޔ‬ᣣᧄߩᡰេߦࠃࠅ 2001 ᐕ߆ࠄ 2006
ᐕߦ߆ߌߡታᣉߐࠇߚ‫⥄ޟ‬േ೙ᓮᛛⴚᢎ⢒ᡷༀ⸘↹‫ޠ‬㧔ᛛⴚදജࡊࡠࠫࠚࠢ࠻㧕ߦ߅޿ߡ‫ࠕޔ‬
࠽࠻࡝ࠕ⡯ᬺ㜞ᩞࠗ࠭ࡒ࡯࡞ᩞ෸߮ࠦࡦࡗᩞߦ⥄േ೙ᓮቇ⑼ࠍ⸳┙ߒߚ‫⥄ޕ‬േ೙ᓮቇ⑼ߩࠞ࡝
ࠠࡘ࡜ࡓߪ‫ࠍࠢ࡯ࡢ࠻࠶ࡀ࡮࠲࡯ࡘࡇࡦࠦߣࠬࠢ࠾ࡠ࠻ࠞࡔޔ‬ਥⷐಽ㊁ߣߒߡ‫ޔ‬ฦ⒳೙ᓮᛛⴚ
ߩ૕♽ൻࠍ࿑ߞߚ߽ߩߢ޽ࠆ‫ࠦ࡞࠻ޕ‬࿖᳃ᢎ⢒⋭ߪ‫⥄ޟޔ‬േ೙ᓮᛛⴚᢎ⢒ᡷༀ⸘↹‫ߩޠ‬ᚑᨐࠍ
ฃߌߡ‫ࠦ࡞࠻ޔ‬࿖ౝฦ࿾ߩࠕ࠽࠻࡝ࠕ⡯ᬺ㜞ᩞ 20 ᩞߦ⥄േ೙ᓮቇ⑼ࠍ⸳ߌࠆߣߣ߽ߦ‫࠭ࠗޔ‬
ࡒ࡯࡞ᩞߩઃዻᣉ⸳ߣߒߡᢎຬ⎇ୃ࠮ࡦ࠲࡯㧔TTC㧕ࠍ⸳┙ߒ‫ޔ‬ᢎຬ⎇ୃࠍታᣉߔࠆ╬‫⥄ޔ‬േ
೙ᓮᛛⴚߩ⡯ᬺᢎ⢒⸠✵ߩ᥉෸ࠍ࿑ߞߡ޿ࠆ‫ޕ‬
ࠗ࠭ࡒ࡯࡞ᩞ TTC ߪ 2006 ᐕߦᢎຬ⎇ୃࠍ㐿ᆎߒߚ߇‫↪ୃ⎇ޔ‬ᢎ᧚ߩᧂ૞ᚑ‫ߩࠬ࡯ࠦୃ⎇ޔ‬
ㆇ༡૕೙ߩᧂᢛ஻‫⹏ߩࠬ࡯ࠦୃ⎇ޔ‬ଔᚻᴺߩᧂᢛ஻╬ߩ⺖㗴߇᜼ߍࠄࠇߡ޿ࠆ‫ޕ‬
⥄േ೙ᓮᛛⴚᢎ⢒ߩ᥉෸ߩߚ߼‫ޔ‬2005 ᐕ 8 ᦬ߦ࠻࡞ࠦ᡽ᐭߪ‫⥄ޟ‬േ೙ᓮᛛⴚᢎ⢒᥉෸⸘↹‫ޠ‬
ߦߟ޿ߡ‫ޔ‬ᚒ߇࿖ߦදജࠍⷐ⺧ߒߚ‫ޕ‬2006 ᐕ 1 ᦬߆ࠄ 3 ᦬ߦ߆ߌߡ‫ޔ‬JICA ߪ⥄േ೙ᓮቇ⑼߇
ᣂ⸳ߐࠇࠆ 20 ᩞߩ߁ߜ‫ޔ‬4 ᩞߩ޽ࠆㇺᏒߦߟ޿ߡ㧔ࠕࡦࠞ࡜‫ࠥޔࠨ࡞ࡉޔ࡞࡯ࡅࠚࠪࠠࠬࠛޔ‬
ࡉ࠯㧕‫࠻ࡦ࠲࡞ࠨࡦࠦ࡞ࠞ࡯ࡠޔ‬෸߮ᧄ㇌ࠦࡦࠨ࡞࠲ࡦ࠻ߦࠃࠅ‫⺞࠭࡯࠾᧚ੱޔ‬ᩏࠍⴕߞߚ‫ޕ‬
2007 ᐕ 1 ᦬ߦߪ੐೨⹏ଔ⺞ᩏ࿅ࠍᵷ㆜ߒ‫ߩ⺧ⷐޔ‬ኻ⽎ߣߥߞߚ‫⥄ޟ‬േ೙ᓮᛛⴚᢎ⢒᥉෸⸘↹‫ޠ‬
ߩ੐ᬺታᣉߦଥࠆ⻉᧦ઙࠍ⺞ᩏߔࠆߣߣ߽ߦ‫ߦ↹⸘࠻ࠢࠚࠫࡠࡊޔ‬㑐ߒߡ࠻࡞ࠦ᡽ᐭߣၮᧄ⊛
ߥวᗧࠍᒻᚑߒߚ‫ޕ‬
ᧄ࠼ࠠࡘࡔࡦ࠻ߪ‫౒ࠦ࡞࠻ޔ‬๺࿖᡽ᐭ㑐ଥᒰዪߣ JICA ߩวหߢ૞ᚑߐࠇߚ‫ࡦࡔࡘࠠ࠼ᧄޕ‬
࠻ߪ‫ߩ࠻ࠢࠚࠫࡠࡊޔ‬⢛᥊෸߮ၮᧄ⸘↹ࠍ␜ߒߚ߽ߩߢ޽ࠅ‫࠻ࠢࠚࠫࡠࡊޔ‬ᵴേߩㅴ᝞ߦ઻޿‫ޔ‬
ᔅⷐߦᔕߓߡㆡቱ⷗⋥ߐࠇࠆ‫ޕ‬
- 197 -
╙㧞┨ ࡊࡠࠫࠚࠢ࠻ታᣉߩ⢛᥊
㧞㧙㧝␠ળ࡮⚻ᷣᖱ൓
㧔㧝㧕␠ળ੐ᖱ
2000 ᐕ࠮ࡦࠨࠬߢߪ‫ੱ✚ߩࠦ࡞࠻ޔ‬ญߪ 6,780 ਁੱߢ‫ޔ‬એ೨ࠃࠅੱญჇട₸ߩૐᷫ߇⷗ࠄࠇ
ࠆ߽ߩߩ‫ޔ‬2000 ᐕߢჇട₸ߪ 1.83%ߩ᳓Ḱߦ޽ߞߚ‫⚻ޕ‬ᷣᚑ㐳ߦ઻ߞߡ‫ੱޔ‬ญߩㇺᏒㇱ߳ߩᵹ
౉߇㗼⪺ߣߥࠅ‫ޔ‬1960 ᐕߦߪㇺᏒㇱ 32㧑‫ޔ‬ㄘ᧛ㇱ 68%ߢ޽ߞߚੱญߩഀว߇‫ޔ‬2000 ᐕߦߪㇺ
Ꮢㇱ 65㧑‫ޔ‬ㄘ᧛ㇱ 35㧑ߣㅒォߒߡ޿ࠆ‫⚿ߩߎޕ‬ᨐ‫ޔ‬ㇺᏒㇱߣ࿾ᣇߢᚲᓧᩰᏅ߇↢ߓߡ޿ࠆ‫ޕ‬
ᄬᬺ₸ߪ 12.4%㧔2004 ᐕ㧕ߣ㜞ᱛ߹ࠅߢ޽ࠆ‫⧯ߦ․ޕ‬ᐕጀߩᄬᬺ₸߇㜞޿ߎߣ߽޽ߞߡ‫ޔ‬ᷓ
ೞߥ␠ળ໧㗴ߣߥߞߡ޿ࠆ‫ޕ‬2000 ᐕ࠮ࡦࠨࠬߩ⚿ᨐߦࠃࠇ߫‫৻ޔ‬ᰴ↥ᬺᓥ੐⠪ᢙࠍ฽߼ߚ㓹↪
ੱญߪ࠻࡞ࠦో࿖ߢ 25,997 ਁੱߢ޽ࠆ‫⚻ޕ‬ᷣᵴേ೎ߦ⷗ߚ㓹↪ੱญߩഀวߪᰴ࿑ߦ␜ߔࠃ߁ߦ
Ꮊߦࠃߞߡᄢ߈ߊ⇣ߥࠆ‫ޕ‬
࿑ 㪤㪜㪞㪜㪧䊌䉟䊨䉾䊃Ꮊ䈱⚻ᷣᵴേ೎㓹↪ੱญ㪃㩷㪉㪇㪇㪇ᐕ
㪤㫌㫊
㪪㪸㫅㫃㭧㫌㫉㪽㪸
㪤㪸㫉㪻㫀㫅
㪢㪸㫉㫊
㪭㪸㫅
㪫㫉㪸㪹㫑㫆㫅
㪤㪸㫃㪸㫋㫐㪸
㪛㫀㫐㪸㫉㪹㪸㫂㭧㫉
㪪㪸㫄㫊㫌㫅
㪢㫆㫅㫐㪸
㪜㫉㫑㫌㫉㫌㫄
㪤㪸㫅㫀㫊㪸
㪱㫆㫅㪾㫌㫃㪻㪸㫂
㪜㫃㪸㫑㭧㪾
㪠㬝㪼㫃㩷㩿㪤㪼㫉㫊㫀㫅㪀
㪠㫊㫇㪸㫉㫋㪸
㪤㫌㪾㫃㪸
㪛㪼㫅㫀㫑㫃㫀
㪘㫅㫋㪸㫃㫐㪸
㪫㫆㫋㪸㫃㩷㪫㫌㫉㫂㪼㫐
㪢㪸㫐㫊㪼㫉㫀
㪘㪻㪸㫅㪸
㪢㪸㫉㪸㪹㬲㫂
㪞㪸㫑㫀㪸㫅㫋㪼㫇
㪢㫆㪺㪸㪼㫃㫀
㪫㪼㫂㫀㫉㪻㪸㪾
㪜㫊㫂㫀㫊㪼㪿㫀㫉
㪙㫌㫉㫊㪸
㪠㫑㫄㫀㫉
㪘㫅㫂㪸㫉㪸
㪠㫊㫋㪸㫅㪹㫌㫃
㪘㪾㫉㫀㪺㫌㫃㫋㫌㫉㪼㪃㩷㪽㫆㫉㪼㫊㫋㫉㫐㪃㩷㪿㫌㫅㫋㫀㫅㪾㪃㩷㪸㫅㪻㩷㪽㫀㫊㪿㫀㫅㪾
㪤㫀㫅㫀㫅㪾㩷㪸㫅㪻㩷㫈㫌㪸㫉㫉㫐㫀㫅㪾
㪤㪸㫅㫌㪽㪸㪺㫋㫌㫉㫀㫅㪾
㪜㫃㪼㪺㫋㫉㫀㪺㫀㫋㫐㪃㩷㪾㪸㫊㩷㪸㫅㪻㩷㫎㪸㫋㪼㫉
㪮㪿㫆㫃㪼㫊㪸㫃㪼㩷㪸㫅㪻㩷㫉㪼㫋㪸㫀㫃㩷㫋㫉㪸㪻㪼㪃㩷㫉㪼㫊㫋㪸㫌㫉㪸㫅㫋㫊㩷㪸㫅㪻
㪿㫆㫋㪼㫃㫊
㪫㫉㪸㫅㫊㫇㫆㫉㫋㪸㫋㫀㫆㫅㪃㩷㪺㫆㫄㫄㫌㫅㫀㪺㪸㫋㫀㫆㫅㪃㩷㪸㫅㪻
㫊㫋㫆㫉㪸㪾㪼
㪝㫀㫅㪸㫅㪺㪼㪃㩷㫀㫅㫊㫌㫉㪸㫅㪺㪼㪃㩷㫉㪼㪸㫃㩷㪼㫊㫋㪸㫋㪼㩷㪸㫅㪻
㪹㫌㫊㫀㫅㪼㫊㫊㩷㫊㪼㫉㫍㫀㪺㪼㫊
㪚㫆㫄㫄㫌㫅㫀㫋㫐㪃㩷㫊㫆㪺㫀㪸㫃㩷㪸㫅㪻㩷㫇㪼㫉㫊㫆㫅㪸㫃㩷㫊㪼㫉㫍㫀㪺㪼㫊
㪇㩼
㪈㪇㩼
㪉㪇㩼
㪊㪇㩼
㪋㪇㩼
㪌㪇㩼
㪍㪇㩼
㪎㪇㩼
㪏㪇㩼
㪐㪇㩼
㪈㪇㪇㩼
಴ᚲ㧦”General Censuses of Population”, 2000
⵾ㅧᬺ㓹↪ੱญߩഀวࠍ⷗ࠆߣ‫࡞࡯ࡉࡦ࠲ࠬࠗޔ‬Ꮊߢߪ 32.9%ߩߣߎࠈ‫᧲ޔ‬ㇱߩࡢࡦᎺߢߪ
2.7%ߣૐ޿‫⵾ޕ‬ㅧᬺ㓹↪ੱญߩഀวߩో࿖ᐔဋߪ 12.6%ߢ‫ࠍࠇߎޔ‬ᄢ߈ߊਅ࿁ࠆᎺߪ᧲ㇱߣ᧲
ධㇱࠍਛᔃߦ⷗ࠄࠇࠆ‫⺞ᧄޕ‬ᩏߩኻ⽎ߦ฽߹ࠇࠆ 20 ᩞߩࠕ࠽࠻࡝ࠕ⡯ᬺ㜞ᩞ߇ᚲ࿷ߔࠆᎺߩ
㑆ߦ߽ߎߩࠃ߁ߥ㆑޿߇ሽ࿷ߔࠆ‫ ߩߎޕ‬20 Ꮊߩౝ‫⵾ޔ‬ㅧᬺ㓹↪ੱญߩഀว߇ో࿖ᐔဋࠍ਄࿁
ࠆᎺߪࠗࠬ࠲ࡦࡉ࡯࡞‫ࠫࠟޔ࡝ࠛࡖࠫࠦޔࠣ࠶࠳࡝ࠠ࠹ޔ࡞࡯ࠪࠠࠬࠛޔࠨ࡞ࡉޔ࡜ࠞࡦࠕޔ‬
ࠕࡦ࠹࠶ࡊ‫࠽࠳ࠕޔ‬෸߮ࠞࠗ࠮࡝ߩ 9 Ꮊߢ‫ޔ‬ᱷࠅߩࠕࡦ࠲࡞ࡗ‫࠭࡞ࠛޔࡦࠪ࡞ࡔޔ࡝ࠬ࠾࠺ޔ‬
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࡜ࡓ‫ࡦࡢޔࡗ࠻࡜ࡑޔࡗࡦࠦޔ‬෸߮ࠨࡦ࡝࡞ࡈࠔߩ 8 Ꮊߪో࿖ᐔဋࠍਅ࿁ࠆ‫ߚ߹ޕ‬਄࿑ߦ฽߹
ࠇߥ޿ࠕࡈࠖࠝࡦ‫࡜ࡑࡦࡑ࡜ࠞޔ‬෸߮ࠝ࡞࠼࠙ߩ 3 Ꮊ߽ో࿖ᐔဋࠍਅ࿁ࠆ‫ޕ‬એ਄ߩ⁁ᴫߪ‫ޔ‬ਥ
ⷐ↥ᬺ߇⷏ㇱࡑ࡞ࡑ࡜࿾ၞߦ㓸ਛߒ‫᧲ޔ‬ㇱ෸߮᧲ධㇱߩ⚻ᷣ⊒ዷ߇ㆃࠇߡ޿ࠆߚ߼ߢ޽ࠆ‫ߎޕ‬
ߩࠃ߁ߥ᧲⷏ߩ⚻ᷣᩰᏅߪ࿖ኅ᡽╷਄ߩᄢ߈ߥ⺖㗴ߩ৻ߟߣߥߞߡ޿ࠆ‫ޕ‬
㧔㧞㧕⚻ᷣ੐ᖱ
1990 ᐕઍએ㒠‫ߩࠦ࡞࠻ޔ‬࿖᳃⚻ᷣߪᕆᚑ㐳ࠍ⛯ߌߡ޿ࠆ‫ޕ‬1990 ᐕઍߪ‫৻╙ޔ‬ᰴḧጯᚢ੎‫ޔ‬
㜞ࠗࡦࡈ࡟‫ߩࠕࠪࡠޔ‬᡽ᴦ⚻ᷣෂᯏߥߤߦ߽߆߆ࠊࠄߕ‫ޔ‬GDP ߩᐕ㑆ᚑ㐳ߪᐔဋ 3㧑ࠍ⿧߃ߚ‫ޕ‬
2001 ᐕߦߪᄢ߈ߥ⚻ᷣෂᯏ߇޽ࠅࡑࠗ࠽ࠬᚑ㐳ߣߥߞߚ߇‫ߩߘޔ‬ᓟߪ 6㧑㧔2003 ᐕ㧕߆ࠄ 9㧑
㧔2004 ᐕ㧕ߣ GDP ߩᚑ㐳߇⛽ᜬߐࠇߡ޿ࠆ‫⵾ޕ‬ㅧᬺ࠮ࠢ࠲࡯ߩ GDP ⽸₂₸ߪ 1990 ᐕ 22.4%‫ޔ‬
1995 ᐕ 23.8%‫ޔ‬2000 ᐕ 23.8%㧔1995 ᐕߣห₸㧕෸߮ 2004 ᐕ 25.1%ߢ޽ߞߚ‫ࠆࠇߐ␜ߦߎߎޕ‬
ࠃ߁ߦ‫ߩࠦ࡞࠻ޔ‬࿖᳃⚻ᷣߩ߶߷ 4 ಽߩ 1 ߪ⵾ㅧᬺ࠮ࠢ࠲࡯ߦࠃߞߡᜂࠊࠇߡ޿ࠆ‫ޕ‬
࠻࡞ࠦߩਥⷐ⚻ᷣᜰᮡ
x
x
x
x
x
x
x
GNP㧦2,995 ం࠼࡞㧔1 ੱᒰߚࠅ㧦4,172 ࠼࡞㧕㧔2004 ᐕ㧕
࡝࡜⋧႐㧦1 ࠼࡞㧩⚂ 1.40YTL㧔ᣂ࠻࡞ࠦ࡮࡝࡜‫ޔ‬2007 ᐕ 1 ᦬㧕
⚻ᷣᚑ㐳₸㧦9.9㧑㧔2004 ᐕ㧕㧔2005 ᐕ᡽ᐭ⷗ㅢߒߪ 5.0㧑㧕
ࠗࡦࡈ࡟₸㧦9.2㧑㧔2004 ᐕ㧕㧔2005 ᐕ⋡ᮡߪ 8㧑㧕
ᄖ⽻Ḱ஻㜞㧦⚂ 536 ం࠼࡞㧔2004 ᐕᧃ㧕
ௌോᱷ㜞㧦ኻ GNP Ყ 60.0㧑㧔2005 ᐕ᡽ᐭ⷗ㅢߒ‫ޕ‬2004 ᐕᧃߪ 63.5㧑㧕
ⷰశቴᢙ㧦1,751 ਁੱ㧔2004 ᐕ‫ޔ‬೨ᐕᲧ 25㧑Ⴧ㧕
಴ᚲ䋺ᄖോ⋭䇸䊃䊦䉮᭎ᴫ䇹䇮2006 ᐕ 1 ᦬䇮ઁ
㧞㧙㧞 ᢎ⢒࠮ࠢ࠲࡯ో૕ߩ⁁ᴫ
㧞㧙㧞㧙㧝 ᢎ⢒೙ᐲߣᢎ⢒ⴕ᡽
ೋ╬ᢎ⢒߆ࠄ㜞╬ᢎ⢒߹ߢߩ࠻࡞ࠦߩቇ೙ࠍ࿑ 2 ߦ␜ߔ‫ޕ‬ೋ╬ᢎ⢒߆ࠄ㜞╬ᢎ⢒߹ߢߩᢎ⢒
ⴕ᡽ߪ࿖᳃ᢎ⢒⋭㧔MoNE㧕ߦࠃࠅⴕࠊࠇߡ޿ࠆ‫ޕ‬࿖᳃ᢎ⢒⋭ߩ⚵❱࿑ࠍ࿑ 3 ߦ␜ߔ‫ޕ‬ਛ╬ᢎ
⢒ߪ᥉ㅢᢎ⢒ߣ⡯ᬺᢎ⢒ߦᄢ೎ߐࠇࠆ‫ޕ‬ਛ╬࡟ࡌ࡞ߩ⡯ᬺᢎ⢒ߪᎿᬺಽ㊁ߣ໡ᬺ࡮ⷰశᬺಽ㊁
╬ߩ㜞ᩞߢ᭴ᚑߐࠇࠆ‫ޕ‬2005/06 ቇᐕᐲ㧔9 ᦬㐿ᆎ㧕ߦ߅޿ߡ‫ࠄࠇߎޔ‬⡯ᬺᢎ⢒ಽ㊁ߩ㜞ᩞߪ࠻
࡞ࠦో࿖ߢ 4,029 ᩞࠍᢙ߃ࠆ‫ߩߘޕ‬ౝ‫ޔ‬Ꮏᬺಽ㊁ߩ⡯ᬺᢎ⢒ߪ࿖᳃ᢎ⢒⋭ߩᛛⴚ⡯ᬺᢎ⢒✚ዪ
㧔General Directorate of Technical and Vocational Education: GDTVE㧕߇ᜂᒰߒߡ޿ࠆ‫ޕ‬GDTVE ߩ
⚵❱࿑ࠍ࿑ 4 ߦ␜ߔ‫ޕ‬GDTVE ߪࠕ࠽࠻࡝ࠕᎿᬺ㜞ᩞ㧔Anadol Teknik Lisesi: ATL㧕‫ࠕ࡝࠻࠽ࠕޔ‬
⡯ᬺ㜞ᩞ㧔Anadolu Meslek Lisesi: AML㧕‫ޔ‬Ꮏᬺ㜞ᩞ㧔Teknik Lisesi: TL㧕෸߮⡯ᬺ㜞ᩞ㧔Endüstri
Meslek Lisesi: EML㧕╬ࠍ▤ロߒߡ޿ࠆ‫ޕ‬EML ߪਃᐕ೙ߢઁߩ㜞ᩞߪ྾ᐕ೙ߢ޽ࠆ‫࡝࠻࠽ࠕޕ‬
ࠕߩฬ⒓ࠍ౰ߔࠆ㜞ᩞߦߪో࿖౒ㅢ⹜㛎ࠍ੺ߐߥ޿ߣ౉ቇߢ߈ߕ‫ߚ߹ޔ‬ᄖ࿖⺆ߩጁୃන૏ᢙ߇
ᄢ߈޿‫ޕ‬2005/06 ቇᐕᐲߦ߅ߌࠆ GDTVE ▤ロߩቇᩞߪ 1,580 ᩞ 1ߢ‫ޔ‬ቇ↢ᢙߪ 474,715 ੱߢ޽ࠆ‫ޕ‬
1
ࠕ࠽࠻࡝ࠕᎿᬺ㜞ᩞߪ 157 ᩞ‫ࠕ࡝࠻࠽ࠕޔ‬⡯ᬺ㜞ᩞߪ 134 ᩞ㧔1998/99 ቇᐕᐲ㧕
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࿑㧞‫ߩࠦ࡞࠻ޓ‬ቇ೙ߣᛛⴚ⡯ᬺᢎ⢒✚ዪ㧔GDTVE㧕߇ᚲ᝿ߔࠆ㜞ᩞ
㜞
╬
ᢎ
⢒
ਛ
╬
ᢎ
⢒
㪉㪋
㪉㪇
㪞㪛㪫㪭㪜䈏ᚲ᝿䈜䉎㜞ᩞ䋨䊥䉶䋩䇯
㪉㪊
㪈㪐
⥄േ೙ᓮቇ⑼䈱⸳⟎ኻ⽎ᩞ
㪉㪉
㪈㪏
㪉㪈
㪈㪎
㪉㪇
㪈㪍
㪈㪐
㪈㪌
㪈㪏
㪈㪋
㪈㪎
㪈㪊
㪈㪎
㪈㪉
㪈㪍
㪈㪈
㪈㪌
㪈㪇
㪈㪋
㪐
ᄢቇ
䉝
䊅
䊃
䊥
䉝
Ꮏ
ᬺ
㜞
ᩞ
౉⹜
ೋ
╬
ᢎ
⢒
㪈㪋
㪏
㪈㪊
㪎
㪈㪉
㪍
㪈㪈
㪌
㪈㪇
㪋
㪐
㪊
㪏
㪉
㪎
㪈
ᐕ
㦂
ቇ
ᐕ
䉝
䊅
䊃
䊥
䉝
⡯
ᬺ
㜞
ᩞ
⡯
ᬺ
㜞
ᩞ
Ꮏ
ᬺ
㜞
ᩞ
䉝䊅䊃䊥䉝㜞ᩞ䇮䉝䊅䊃 ᥉ㅢ㜞ᩞ䇮⡯ᬺ㜞
䊥䉝ቬᢎ㜞ᩞ䇮䉝䊅䊃䊥 ᩞ䋨ઁ䈱⋭ᐡ䈮䉋䈦
䉝⟤ⴚቇᩞ╬
䈩▤ロ䋩
౉⹜
ೋ╬ᢎ⢒ቇᩞ
ዞቇ೨ᢎ⢒䇮ᐜ⒩࿦ᢎ⢒
- 200 -
ᓤ
ᒉ
⸠
✵
೙
ᐲ
㩷㩷 ࿑ ࿖᳃ᢎ⢒⋭⚵❱࿑
಴ᚲ㧦࿖᳃ᢎ⢒⋭‫ޔ‬2006 ᐕ
- 201 -
࿑ ᛛⴚ⡯ᬺᢎ⢒✚ዪ⚵❱࿑
DIRECTOR GENERAL
HUSEYIN ACIR
SECRETARY
NURTEN ERGUN
DEPUTY DIRECTOR
GENERAL
DEPUTY DIRECTOR
GENERAL
HUSAMETTN KAYA
NEJDET OZSOY
SECRETARY
KEZBAN SAHIN
DEPARTMENT HEAD
DEPARTMENT HEAD
DEPARTMENT HEAD
CENGIZ ISSEVER
YUCEL YUKSEL
IHSAN SAVAS
SECTION DIRECTOR
FOR
ADMINISTRATION
INSERVICE TRANINING
AYSE TURNA
NURZET AGIRBAS
SECTION DIRECTOR
FOR
BUDGET
DURBEY AYDOGAN
SECTION DIRECTOR
FOR
INVESTMENT
EXTENSIVE VOCATIONAL
TRAINING
SECTION DIRECTOR
FOR
PERSONNEL
MEHMET ALI ADAK
OSMAN IBRIM
AYSE IYIGUN
SECTION DIRECTOR
FOR
TEXTBOOKS AND
CURRICULUM
EU AND PROJECTS
STUDENTS AFFAIRS
SERAFETTIN CANKURT
NEJMI SAKAOGLU
SECTION DIRECTOR
FOR
TOTAL QUALITY
LEGAL AFFAIRS AND
DOCUMENTATION
ZEHRA ADIYAMAN
SELMA
KEMAL BAYTEKIN
SECTION DIRECTOR
FOR
INSTALLATION
BAYRAM GUN
STATISTICS AND
DATA PROCESSING
RESEARCH AND
DEVELOPMENT
ALI KOSE
YAVUZ ERBAS
- 202 -
㧞㧙㧞㧙㧞 ৻⥸ᢎຬ⎇ୃ
㧔㧝㧕ᢎຬੱ੐
↵ᕈᢎຬߩ࿷⡯ᦼ㒢ߪ 25 ᐕ‫ޔ‬ᅚᕈᢎຬߪ 20 ᐕߢ޽ࠆ‫ޕ‬ណ↪߆ࠄ 5 ᐕ㑆ߪ ordinary teacher‫ޔ‬
ߘߩᓟ 14 ᐕ㑆ߪ expert teacher‫ߩߘޔ‬ᓟ 6 ᐕ㑆ߪ major teacher ߣ‫ޔ‬ਃᲑ㓏ߩᩰઃߌࠍ⚻ࠆ‫ޕ‬ฦ
Ბ㓏߳ߩ᣹ᩰߦߪ⹜㛎ࠍ઻޿‫ޔ‬ᩞ㐳⡯ߦߪ೎ߦ⹜㛎߇޽ࠆ‫ߥ߁ࠃߩߎޕ‬᣹ᩰߦኻᔕߔࠆ⎇ୃ૕
೙ߪ․ߦሽ࿷ߒߥ޿߇‫ޔ‬ᩞ㐳ߣ೽ᩞ㐳ࠍኻ⽎ߣߔࠆ▤ℂ⠪⎇ୃߪ޽ࠆ‫ޕ‬㑐ㅪᴺⷙ߿೙ᐲߩᡷᱜ
੐㗄߇ਥߥ⎇ୃ੐㗄ߢ޽ࠆ‫ޕ‬ೋ߼ߡᩞ㐳ߦߥߞߚੱߦߪ▤ℂ⠪⎇ୃߦఝవ߇ਈ߃ࠄࠇࠆ‫ޕ‬
㧔㧞㧕ᢎຬ⎇ୃ
⃻⡯ᢎຬߦኻߒߡ‫ޔ‬ਥߦᲤᐕߩᄐભߺ╬ભᥜᦼ㑆ਛߦ⎇ୃ߇ታᣉߐࠇߡ޿ࠆ‫ޕ‬࿖᳃ᢎ⢒⋭ᢎ
ຬ⎇ୃㇱ㧔Department of In-service Training㧕߇ᢎຬߩ৻⥸⎇ୃ੐ᬺߩ⺞ᢛࠍᜂᒰߒߡ޿ࠆ‫⎇ޕ‬
ୃߩડ↹㧔ಽ㊁‫ᦼޔ‬㑆‫⺖ୃ⎇ޔ‬㗴㧕ߪฦ✚ዪ߇᳿߼ࠆ‫⺖ୃ⎇ޕ‬㗴ߩ⸘↹ߦ㓙ߒ‫ޔ‬ᢎຬ߆ࠄߩⷐ
⺧ࠍฃߌߡ⺖㗴ࠍ᳿߼ࠆߎߣ߿‫↥ޔ‬ᬺ⇇ߦᛂ⸻ߒᎿ႐ⷞኤࠍ⺖㗴ߣߔࠆߎߣ߽޽ࠆ‫ޕ‬ฦ✚ዪߩ
࠙ࠛࡉࠨࠗ࠻ߢ⎇ୃ⸘↹߇⊒⴫ߐࠇ‫ߡ⷗ࠍࠇߎޔ‬ᔕ൐ߔࠆ‫ੱޕ‬᳇ߩ޽ࠆ⺖㗴ߢߪ 40 ੱቯຬߦ
ኻߒߡ⚂ජੱߩᔕ൐߇޽ߞߚߎߣ߽޽ࠆ‫ߪᤨߥ߁ࠃߩߎޕ‬หߓ⺖㗴ߩ⎇ୃࠍౣᐲ㐿௅ߒኻᔕߔ
ࠆ‫ޕ‬ฃ⻠⠪ߦߪᢎຬ⎇ୃㇱ߆ࠄୃੌ⸽߇⊒ⴕߐࠇࠆ‫⥄ޕ‬േ೙ᓮቇ⑼ߩ႐วߪ‫ޔ‬ቇ⑼᥉෸ߩኻ⽎
20 ᩞߛߌ߇ᔕ൐น⢻ߢ޽ࠆ‫ޕ‬
ో࿖ 8 ▎ᚲߩ㜞ᩞࠍ⎇ୃᣉ⸳ߣߒߡ೑↪ߒߡ޿ࠆ‫ޕ‬Ṷ⠌ቶ߇޽ࠆߎߣ෸߮ኰᣉ⸳߇޽ࠆߎߣ
߇૶↪ߔࠆℂ↱ߢ޽ࠆ‫ୃ⎇ߥ⊛⥸৻ޕ‬ᣉ⸳߇޽ࠅ‫ޔ‬೙ᐲ਄ߪ૶↪น⢻ߢߪ޽ࠆ߇‫ޔ‬Ṷ⠌ቶ߇ߥ
޿ߩߢ૶߃ߥ޿‫ޕ‬GDTVE ߢߪ 2006 ᐕߦᢎຬ⎇ୃࠍ 40 ࠦ࡯ࠬ㐿௅ߒ‫ޔ‬ᑧߴ 781 ੱߩ㑐ଥᢎຬ
߇ฃ⻠ߒߚ‫⺖ୃ⎇ޕ‬㗴ߣࠦ࡯ࠬߩᣣᢙࠍઃዻ⾗ᢱ 3 ߦ␜ߔ‫৻ޕ‬࿁ 5 ᣣ㑆‫ޔ‬15 ੱ߆ࠄ 20 ੱෳട
ߩ⎇ୃࠦ࡯ࠬ߇ᄙ޿‫ޕ‬PLC‫ ޔ‬CNC‫ ޔ‬CAD‫ ޔ‬Basic ⸒⺆‫ ޔ‬3D Modeler ߥߤߩ⎇ୃ⺖㗴߇⋡┙
ߟ‫▤ޕ‬ℂ⠪ࠦ࡯ࠬߪ 6 ࿁㐿௅ߐࠇ‫ޔ‬275 ੱ߇ෳടߒߚ‫ޕ‬2007 ᐕߪ 89 ઙߩ⎇ୃࠦ࡯ࠬ㧔VET ᢎ
ຬ 82 ઙ‫▤ޔ‬ℂ⠪ 7 ઙ㧕ߦࠃࠅ 1,831 ੱߩ⎇ୃࠍ⸘↹ߒߡ޿ࠆ‫ޕ‬
㧞㧙㧟 ᢎ⢒ಽ㊁ߩ᡽ᐭ㐿⊒ᣇ㊎
ਛᦼ㐿⊒⸘↹㧔2007 ᐕ㨪2009 ᐕ㧕ߢߪ‫⾗⊛ੱޔ‬Ḯߩ㐿⊒߇ਥⷐ⋡ᮡߩ৻ߟߣߥߞߡ޿ࠆ‫ޕ‬
ਛᦼ㐿⊒⸘↹ߢߪ‫ޔ‬㓹↪ᯏળߩჇᄢ‫⚻ޔ‬ᷣߩ࿾ၞ㑆ᩰᏅߩ✭๺‫ޔ‬ᢎ⢒࠮ࠢ࠲࡯ߩ㐿⊒ߣ⸒ߞߚ
᭽‫⷗ߥޘ‬࿾߆ࠄੱ⊛⾗Ḯߩ㐿⊒߇⋡ᜰߐࠇߡ޿ࠆ‫ޕ‬
㓹↪ᯏળჇᄢߩ⷗࿾߆ࠄ⷗ߚੱ⊛⾗Ḯ㐿⊒ߩߚ߼ߩၮᧄ᡽╷ߢߪ‫ޔ‬⡯ᬺᢎ⢒⸠✵ߩಽ㊁ߦ߅
޿ߡߪ‫ޔ‬Ԙੱ᧚㔛ⷐࠍḩߚߔߚ߼ߦࡕࠫࡘ࡯࡞ᢎ⢒߳ߩォ឵ࠍടㅦߔࠆߎߣ‫ޔ‬ԙᢎ⢒೙ᐲߣഭ
௛Ꮢ႐ߩදജ㑐ଥࠍᒝൻߔࠆߎߣ‫ޔ‬Ԛ⧯ᐕጀߩ㓹↪ࠍ㜞߼ࠆߚ߼㆙㓒ᢎ⢒෸߮㕖౏ᑼᢎ⢒ࠍᵴ
↪ߒߡᖱႎᛛⴚಽ㊁ߢߩੱ᧚㐿⊒ࠍᡰេߔࠆߎߣ╬߇᜼ߍࠄࠇߡ޿ࠆ‫ޕ‬
⚻ᷣߩ࿾ၞ㑆ᩰᏅࠍ✭๺ߔࠆ⷗࿾߆ࠄߪ‫ޔ‬࿾ၞߩẜ࿷⊛น⢻ᕈ෸߮ഭ௛ജ㔛ⷐߦวࠊߖߡ‫ޔ‬
⿠ᬺଦㅴߣഭ௛ജߩຠ⾰ะ਄ࠍⴕ޿‫⚻ߦ․ޔ‬ᷣ⊒ዷߩㆃࠇߚ࿾ၞߦ߅޿ߡ‫ޔ‬࿾ၞ․ᕈࠍᒁ߈಴
ߔߚ߼ߩᡰេࠍⴕ߁ߎߣ߇᡽╷⋡ᮡߣߥߞߡ޿ࠆ‫ޕ‬
ᢎ⢒࠮ࠢ࠲࡯㐿⊒ߩ⷗࿾߆ࠄߪ‫ޔ‬Ԙೋ╬ਛ╬ᢎ⢒ߩ⾰⊛ะ਄ࠍ࿑ࠆߚ߼ߦࠞ࡝ࠠࡘ࡜ࡓࠍᡷ
ༀߔࠆߎߣ‫ޔ‬ԙߘߩߚ߼ᢎຬ෸߮▤ℂ⡯ߩ⎇ୃࠍⴕ߁ߎߣ‫ޔ‬Ԛਛ╬ᢎ⢒ߩ᭴ㅧᡷༀߪቇᩞߩᄙ
᭽ൻߢߪߥߊᢎ⢒ࡊࡠࠣ࡜ࡓߩᄙ᭽ൻߦၮߠ޿ߡⴕ߁ߎߣ‫ߚ߹ޔ‬ԛᢎ⢒㕙ߢᖱႎᛛⴚߩ㓸⚂⊛
߆ߟ᦭ലߥㆡ↪ࠍ࿑ࠆߎߣ‫߇ޔ‬᡽╷ᣇ㊎ߣߒߡቯ߼ࠄࠇߡ޿ࠆ‫ޕ‬
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㧞㧙㧠㑐ㅪࡊࡠࠫࠚࠢ࠻
㧞㧙㧠㧙㧝 ⡯ᬺᢎ⢒⸠✵೙ᐲᒝൻ⸘↹
㧔㧝㧕ቇ⑼ߩౣ✬ᚑߣᢎ⢒ߩࡕࠫࡘ࡯࡞ൻ
2002 ᐕ 9 ᦬߆ࠄ 2007 ᐕ 9 ᦬߹ߢߩ 5 ᐕ㑆ࠍታᣉᦼ㑆ߣߒߡ‫ޔ‬࿖᳃ᢎ⢒⋭ߪ EU ߩᡰេࠍฃ
ߌ‫ޔ‬⡯ᬺᢎ⢒⸠✵೙ᐲᒝൻ⸘↹㧔MEGEP㧕ࠍታᣉਛߢ޽ࠆ‫ࠅࠃߦ↹⸘ߩߎޕ‬ଦㅴߐࠇߚ⡯ᬺᢎ
⢒⸠✵ᡷ㕟ߩ৻ߟߩಽ㊁ߣߒߡ‫ޔ‬ቇ⑼ߩౣ✬⛔ว‫ޔ‬ᢎ⢒ౝኈߩࡕࠫࡘ࡯࡞ൻ෸߮ጁୃࡊࡠࠣ࡜
ࡓߩ㐿⊒߇޽ࠆ‫ࠍࠬ࠮ࡠࡊߩߎޕ‬࿑␜ߔࠆߣ࿑ 5 ߩࠃ߁ߦߥࠆ‫ߩ࡞࡯ࡘࠫࡕޕ‬ᨒ⚵ߺߣጁୃࡊ
ࡠࠣ࡜ࡓߩ㐿⊒ߦ㓙ߒߡߪ‫↥ޔ‬ᬺ⇇ߦኻߔࠆ⢻ജ࠾࡯࠭ߩ⺞ᩏ⚿ᨐࠍ߽ߣߦ‫ޔ‬ಽ㊁ߏߣߦ‫ޔ‬
MEGEP ߩࡄࠗࡠ࠶࠻ᩞᢎຬ‫ޔ‬EU ኾ㐷ኅ‫ޔ‬ᄢቇᢎຬ╬ߦࠃࠆࠣ࡞࡯ࡊ૞ᬺࠍ⚻ࠆࡊࡠ࠮ࠬ߇ข
ࠄࠇߡ޿ࠆ‫ߩߎޕ‬૞ᬺߦߪ࿖᳃ᢎ⢒⋭߽ෳ↹ߒߡ޿ࠆ‫ޕ‬
⵾ㅧᬺ‫ࠬࡆ࡯ࠨޔ‬ᬺ‫ޔ‬ㆇャᬺߩ⡯ᬺ߇ ISCO88㧔ILO ߇ឭ໒ߔࠆ⡯ᬺಽ㘃ߩ࿖㓙ၮḰ㧕ߩಽ㘃
ᣇᴺߦࠃࠅ 196 ઙߩ⡯ᬺߦಽ㘃ߐࠇ‫ߩߎޔ‬⡯ᬺಽ㘃ߦၮߠ޿ߡ‫ޔ‬ਛ╬ᢎ⢒⡯ᬺᢎ⢒⸠✵ߩᢎ⢒
ಽ㊁߇ᓥ᧪ߩ⚂ 98 ቇ⑼߆ࠄ 42 ಽ㊁ߦᢛℂ⛔วߐࠇߚ‫ޕ‬42 ಽ㊁ߩಽ㘃ᣇᴺߪ ISCED97
㧔 UNESCO
߇ឭ᩺ߔࠆᢎ⢒ಽ㘃ߩ࿖㓙ၮḰ㧕ߦၮߠߊ‫ޕ‬
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㪤㪜㪞㪜㪧䈮䉋䉎૞ᬺ
㪈㪅㩷↥ᬺ⇇䈱䊆䊷䉵䈱․ቯ䇮⡯ᬺ䊒䊨䊐䉜䉟䊦㪈㪐㪍ઙ
䋨㪠㪪㪚㪦㪏㪏Ḱ᜚䋩䈻䈱ಽ㘃
㪉㪅㩷⡯ᬺᢎ⢒䉕㪋㪉ಽ㊁䋨㪠㪪㪚㪜㪛㪐㪎Ḱ᜚䋩䈮ౣಽ㘃䇮䈖䈱
㪋㪉ಽ㊁䈮䉋䉍ቇ⑼䉕⛔ว䊶ౣ✬ᚑ
㪊㪅㩷ฦಽ㊁Ფ䈮᳞䉄䉌䉏䉎઀੐䈫⢻ജ䈮ኻᔕ䈚䈢䊝
䉳䊠䊷䊦䉕․ቯ䈚䇮ጁୃ䊒䊨䉫䊤䊛䉕૞ᚑ
᳞䉄䉌䉏䉎⢻ജ䈱䊝䉳䊠䊷䊦ൻ䋺
㪮㫆㫉㫂㫊䈎䉌㪨㫌㪸㫃㫀㪽㫀㪺㪸㫋㫀㫆㫅䈘䉌䈮㪧㫉㫆㪺㪼㫊㫊䉕․ቯ
䋨㪭㫆㪺㪸㫋㫀㫆㫅㪸㫃㩷㪘㫅㪸㫃㫐㫊㫀㫊䋩
- 205 -
㪮㫆㫉㫂䈏⡯ᬺᢎ⢒⑼⋡䈮䈾䈿ኻᔕ
㪨㫌㪸㫃㫀㪽㫀㪺㪸㫋㫀㫆㫅䈏৻୘䈱䊝䉳䊠䊷䊦䈮䈾䈿ኻᔕ
㪧㫉㫆㪺㪼㫊㫊䈏䊝䉳䊠䊷䊦䈱ౝኈ䈮ኻᔕ
䇭
䇭䇭䇭䇭䇭䇭䇭䇭䇭䇭䊝䉳䊠䊷䊦᭴ᚑ䈫䉮䊷䉴䈱᳿ቯ
ጁୃ䊒䊨䉫䊤䊛䋨䊐䊧䊷䊛䊪䊷䉪䊶䉦䊥䉨䊠䊤䊛䋺
ฦᩞ䈮䉋䉎⑼⋡ㆬᛯ䈱૛࿾䉕ᱷ䈜䉦䊥䉨䊠䊤䊛䋩
䈱૞ᚑ
એ਄૞ᬺ䈱䈢䉄䈱ᆔຬળ䉕⸳⟎䇯ᆔຬ䈲↥ᬺ⇇ઍ
⴫䇮㪤㪜㪞㪜㪧䊌䉟䊨䉾䊃ᩞᢎຬ䇮ᄢቇᢎຬ䇮㪜㪬ኾ㐷ኅ䇮
㪥㪞㪦╬䇯
㪭㪜㪫㪋㪉ಽ㊁䈮ኻ䈚㪌㪃㪋㪊㪍ઙ䈱䊝䉳䊠䊷䊦䈏․ቯ䈘䉏
䈢䇯䈖䈱ౝ⚂㪊㪃㪌㪇㪇ઙ䈮䈧䈇䈩㪉㪇㪇㪎ᐕ㪈᦬ᤨὐ䈪䊝
䉳䊠䊷䊦ౝኈ䈱⺑᣿↪䊁䉨䉴䊃䋨ᢎ⑼ᦠ䈮⋧ᒰ䋩䈏૞
ᚑ䈘䉏䈩䈇䉎䇯
⥄േ೙ᓮቇ⑼䈱ጁୃ䊒䊨䉫䊤䊛
⥄േ೙ᓮᛛⴚ䋨㪠㪘㪫䋩䈲⡯ᬺᢎ⢒㪋㪉ಽ㊁䈱৻
䈧䈮฽䉁䉏䉎䇯
䊑䊦䉰䇮䉟䉵䊚䊷䊦䇮䉟䉴䉺䊮䊑䊷䊦䇮䉮䉳䊞䉟
䉬䇮䉮䊮䊟䇮䉝䊮䉦䊤䈱ฦ㜞ᩞ䈏䊝䉳䊠䊷䊦䈱᭴
ᚑ䈫ጁୃ䊒䊨䉫䊤䊛䈱ᬌ⸛䈮ᒰ䈢䈦䈢䇯䊒䊨䉫
䊤䊛૞ᚑ䈮㓙䈚䈩䇮ᄢቇ䇮ᬺ⇇ઍ⴫╬䈱ᗧ⷗䉕
⡞䈇䈢䇯
㪠㪘㪫ಽ㊁䈱䊝䉳䊠䊷䊦ൻ䈮䈅䈢䈦䈩․ቯ䈘䉏䈢
㪮㫆㫉㫂㫊䈲䋨ᵈ䋩䈱䈫䈍䉍䇯
㪠㪘㪫ಽ㊁䈱ጁୃ䊒䊨䉫䊤䊛䈲㪉㪇㪇㪍ᐕ䈮૞ᚑ䇯
㪠㪘㪫ቇ⑼䈲㪉㪊⡯ᬺᢎ⢒⑼⋡䇮㪐㪊䊝䉳䊠䊷䊦䉕ᜬ
䈧䇯
Ꮏᬺ䊶⡯ᬺ㜞ᩞ╬䈱૞ᬺ
⥄േ೙ᓮቇ⑼䈱䊝䉳䊠䊷䊦䊶䊁䉨䉴
䊃
⥄േ೙ᓮቇ⑼䈱䊝䉳䊠䊷䊦䊶䊁䉨䉴䊃䈱
૞ᚑ䈲䉟䉵䊚䊷䊦ᩞ䈏ਛᔃ⊛ᓎഀ䉕ᜂ
ᒰ䈚䈩䈇䉎䋺
㪈㪐䊝䉳䊠䊷䊦䉕ઁ䈱ቇ⑼䈎䉌୫↪
㪌㪊䊝䉳䊠䊷䊦᩺䈏䈾䈿૞ᚑᷣ䉂
㪉㪈䊝䉳䊠䊷䊦䈲ᧂ૞ᚑ
㪈㪇ᐕ↢䈲ቢᚑ䇯㪈㪈ᐕ↢↪䈲䈾䈿ቢᚑ䇯
㪈㪉ᐕ↢↪䈲ᧂ૞ᚑ䋨㪇㪎ᐕ㪈㪉᦬䉁䈪䈮૞
ᚑ䈜䉎䋩䇯㪈㪉ᐕ↢↪䊝䉳䊠䊷䊦䈲ઁቇ⑼
䈎䉌୫↪䈜䉎䈖䈫䈲䈪䈐䈭䈇䇯䉟䉵䊚䊷
䊦ᩞ䈪૞ᚑ䈜䉎䇯
䋨ᵈ䋩㪠㪘㪫ಽ㊁䉕᭴ᚑ䈜䉎㪮㪦㪩㪢㪪䋺
㪙㪸㫊㫀㪺㩷㪤㪼㪺㪿㪸㫅㫀㪺㪸㫃㩷㪮㫆㫉㫂㫊
㪙㪸㫊㫀㪺㩷㪜㫃㪼㪺㫋㫉㫀㪺㫀㫋㫐㩷㪸㫅㪻㩷㪜㫃㪼㪺㫋㫉㫆㫅㫀㪺㫊㩷㪮㫆㫉㫂㫊
㪤㪼㪺㪿㪸㫅㫀㫊㫄㩷㪧㫉㫆㪺㪼㫊㫊㪼㫊
㪬㫊㪸㪾㪼㩷㫆㪽㩷㪘㫌㫋㫆㫄㪸㫋㫀㪺㩷㪧㫉㫆㪻㫌㪺㫋㫀㫆㫅㩷㪪㫐㫊㫋㪼㫄㫊
㪬㫊㫀㫅㪾㩷㪠㫅㪻㫌㫊㫋㫉㫀㪸㫃㩷㪚㫆㫅㫋㫉㫆㫃㩷㪪㫐㫊㫋㪼㫄㫊
㪧㫉㫆㪻㫌㪺㫋㫀㫆㫅㩷㪧㫃㪸㫅㫅㫀㫅㪾
㪤㫀㪺㫉㫆㩷㪚㫆㫅㫋㫉㫆㫃㫃㪼㫉㩷㪧㫉㫆㪺㪼㫊㫊㪼㫊
㪪㪼㫈㫌㪼㫅㪺㪼㩷㪚㫆㫅㫋㫉㫆㫃㩷㪧㫉㫆㪺㪼㫊㫊㪼㫊
㪚㫆㫅㫋㫉㫆㫃㩷㫎㫀㫋㪿㩷㪚㫆㫄㫇㫌㫋㪼㫉
㪝㪸㪺㫋㫆㫉㫐㩷㪦㫇㪼㫉㪸㫋㫀㫆㫅㩷㪪㫐㫊㫋㪼㫄㩷㪚㫆㫅㫋㫉㫆㫃
㪫㪼㪺㪿㫅㫀㪺㪸㫃㩷㪛㫉㪸㫎㫀㫅㪾
㪙㪸㫊㫀㪺㩷㪚㫆㫄㫇㫌㫋㪼㫉㩷㪧㫉㫆㪾㫉㪸㫄㫄㫀㫅㪾
㪙㪸㫊㫀㪺㩷㪥㪼㫋㫎㫆㫉㫂
㪚㪘㪛
㪧㫅㪼㫌㫄㪸㫋㫀㪺㩷㪸㫅㪻㩷㪟㫐㪻㫉㪸㫌㫃㫀㪺㩷㪚㫆㫅㫋㫉㫆㫃
㪜㫃㪼㪺㫋㫉㫀㪺㪸㫃㩷㪤㪼㪸㫊㫌㫉㪼㫄㪼㫅㫋㫊㩷㫀㫅㩷㪘㪘㩷㪚㫀㫉㪺㫌㫀㫋
㪪㪼㪸㫉㪺㪿㩷㫎㫀㫋㪿㩷㪝㫆㫉㪼㫀㪾㫅㩷㪣㪸㫅㪾㫌㪸㪾㪼
㪮㫆㫉㫂㫀㫅㪾㩷㫎㫀㫋㪿㩷㪛㫀㪾㫀㫋㪸㫃㩷㪪㫀㪾㫅㪸㫃㩷㪧㫉㫆㪺㪼㫊㫊㫀㫅㪾㩷㪬㫅㫀㫋㫊
䊝䉳䊠䊷䊦䊶䊁䉨䉴䊃䈱ᛚ⹺
㪠㪘㪫䊝䉳䊠䊷䊦ᛚ⹺䈱䊒䊨䉶䉴
ቇౝ෸䈶㪤㪦㪥㪜䈮䉋䉎ᬌ⸛䊶ክᩏ
㪙㫆㪸㫉㪻㩷㫆㪽㩷㪜㪻㫌㪺㪸㫋㫀㫆㫅䈮䉋䉎ᛚ⹺
䉡䉣䊑䈮䉋䉎౏⴫䊶⊒ೀ
䉦䊥䉨䊠䊤䊛䈱✬ᚑ
㪈㪈ቇᐕ䈫㪈㪉ቇᐕ䈱䉦䊥䉨䊠䊤䊛
䈱✬ᚑ
䉰䊑ቇ⑼䋨㪙㫉㪸㫅㪺㪿䋩䈱⑼⋡䈲ㆬ
ᛯน⢻䈪ฦᩞ䈏ᚲ࿷䈜䉎࿾ၞ
↥ᬺ䈱᧦ઙ䈮䉋䉍⁛⥄䈱䉦䊥
䉨䊠䊤䊛䉕૞ᚑ䈜䉎䈖䈫䈏น
⢻䇯
䉟䉵䊚䊷䊦ᩞ䈲ઁᩞ䈮ኻ䈚䈩৻
䈧䈱᩺䉕ផ⮈ਛ䇯
䉟䉵䊚䊷䊦ᩞ䈮䉋䉏䈳䇮ጁୃ䊒
䊨䉫䊤䊛䈮䈲ਇⷐ䈭⑼⋡䈏䈅䉎
৻ᣇ䈪䇮䉰䊑ቇ⑼䈱᝼ᬺ䈮ᔅⷐ
䈭⑼⋡䈪ή䈇䉅䈱䉅䈅䉎䈫䈱䈖
䈫䇯
ࡕࠫࡘ࡯࡞ߩᨒ⚵ߺߩ㐿⊒ߦ㓙ߒߡߪ‫ޔ‬⡯ᬺᢎ⢒ಽᨆ㧔Vocational Analysis㧕ߣ⒓ߔࠆᬌ⸛ࠍ⚻
ߡ‫ޔ‬⡯⒳ߣ⢻ജߦኻᔕߒߚᛛⴚౝኈߩಽᨆ߇ⴕࠊࠇߚ‫ߩߎޕ‬ᬌ⸛ߪ Work-Qualification-Process ߩ
ㆊ⒟ࠍ⚻ߡ޿ࠆ‫ޕ‬Work ߪ⡯ᬺᢎ⢒⑼⋡‫ޔ‬Qualification ߪ⑼⋡ࠍ᭴ᚑߔࠆࡕࠫࡘ࡯࡞‫ޔ‬Process ߪࡕ
ࠫࡘ࡯࡞ࠍ᭴ᚑߔࠆ⚦ಽൻߐࠇߚᛛⴚ࡮ᛛ⢻ߦ⋧ᒰߔࠆ‫ޕ‬
⡯ᬺᢎ⢒⑼⋡ߩ৻ߟ‫ޟ‬ᯏ᪾ᛛⴚၮ␆‫ߦ଀ࠍޠ‬ขࠆߣ‫ߪ⋡⑼ߩߎޔ‬ᚻᎿ૞‫ߩ⋚ࠬࠗ࡜ࡈޔ‬Ḱ஻‫ޔ‬
ᣓ⋚Ꮏ૞ߩਃߟߩࡕࠫࡘ࡯࡞ߦಽߌࠄࠇ‫ޟߟ৻ߩ࡞࡯ࡘࠫࡕߚ߹ޔ‬ᣓ⋚Ꮏ૞‫ߩ࠻ࠗࡃߪޠ‬Ḱ஻߿
ㇱ᧚ߩ᷹ቯߥߤⶄᢙߩᛛ⢻ߦಽߌࠄࠇߚ‫ޕ‬࿑ 6 ߪ‫ޟ‬ᯏ᪾ᛛⴚၮ␆‫ߩޠ‬⡯ᬺᢎ⢒ಽᨆ߇ᬌ⸛ߐࠇߚ
㓙ߦขࠄࠇߚࡊࡠ࠮ࠬࠍ␜ߔ‫৻ߪ࡞࡯ࡘࠫࡕޔߦ߁ࠃߩߎޕ‬⒳ߩᛛⴚන૏߆ࠄ᭴ᚑߐࠇࠆ߽ߩߢ‫ޔ‬
ታ⠌ࠍ⸳ቯߢ߈ߥ޿᝼ᬺ⑼⋡ߪࡕࠫࡘ࡯࡞ൻߢ߈ߥ޿ߣ⸒ࠊࠇࠆ‫ޕ‬
࿑ 8QECVKQPCN#PCN[UKU ߩ੐଀
Qualifications (
Works (
):
1. Hand-made production
):
Basic Mechanics
2. Preparation works for milling machine
3. Lathe process
):
Processes (
1. Sharpening cutters
2. Connecting cutters
3. Connecting part
4. Measuring
5. Making guide hole
6. Cylinder lathing
㵺
ᒁ⛯߈ⴕࠊࠇߚ૞ᬺߣߒߡ‫౏ޔ‬൐╬2ߦࠃࠅ⡯ᬺᢎ⢒⸠✵ᩞ╬߆ࠄㆬቯߐࠇߚᢎຬߦࠃࠅ‫ࠫࡕޔ‬
ࡘ࡯࡞࡮࠹ࠠࠬ࠻ߩ૞ᚑ߇ⴕࠊࠇߡ޿ࠆ‫ޕ‬ౝኈߪᓥ᧪ߩᢎ⑼ᦠߦ⋧ᒰߔࠆ‫ޕ‬42 ಽ㊁ว⸘ߢ‫ޔ‬5,436
ઙߩࡕࠫࡘ࡯࡞࡮࠹ࠠࠬ࠻ࠍ૞ᚑߔࠆ⸘↹ߢ޽ࠆ‫ޕ‬2007 ᐕ 1 ᦬⃻࿷‫ ⚂ޔ‬3,500 ઙ߇૞ᚑᷣߺߣ⸒
ࠊࠇࠆ‫ޕ‬૞ᚑߐࠇߚࡕࠫࡘ࡯࡞࡮࠹ࠠࠬ࠻ߩౝ޿ߊߟ߆ߪ‫ޔ‬MEGEP ߩ࠙ࠛࡉࠨࠗ࠻ߢ౏㐿ߐࠇߡ
޿ࠆ‫ޕ‬ශ೚‛ߣߒߡ⊒ೀߐࠇߚ߽ߩ߽޽ࠆ‫ޕ‬
⡯ᬺᢎ⢒ 42 ಽ㊁ߩ৻ߟ㧔ࠦ࡯࠼ No.523㧕ߦ⥄േ೙ᓮᛛⴚ㧔↥ᬺࠝ࡯࠻ࡔ࡯࡚ࠪࡦᛛⴚ㧕ಽ㊁߇
฽߹ࠇߡ޿ࠆ‫࡞࡯ࡒ࠭ࠗޕ‬ᩞߣࠦࡦࡗᩞߦ⸳⟎ߐࠇߡ޿ߚ⥄േ೙ᓮቇ⑼㧔↥ᬺࠝ࡯࠻ࡔ࡯࡚ࠪࡦ
ᛛⴚቇ⑼㧕ߪᖱႎᯏ᪾⑼ߣᖱႎ㔚ሶ⑼ߩࠨࡉቇ⑼㧔ࡉ࡜ࡦ࠴㧕߆ࠄ᭴ᚑߐࠇߡ޿ߚ߇‫ޔ‬ቇ⑼ߩᢛ
ℂ⛔วߣጁୃࡊࡠࠣ࡜ࡓߩᣂ⸳ߦ઻޿‫ߩ࡞࡯ࡠ࠻ࡦࠦ࡮࡞ࠕ࡝࠻ࠬ࠳ࡦࠗߣࠬࠢ࠾ࡠ࠻ࠞࡔޔ‬ੑ
2
ᄙᢙߩᢎᏧ߆ࠄᔕ൐߇޽ߞߚߣ⸒ࠊࠇࠆ‫౏ޕ‬൐ߒߚ੐ᖱߩ⢛᥊ߦߪ‫ޔ‬࿖᳃ᢎ⢒⋭ߪ 42 ቇ⑼ోߡߦߟ޿ߡࡕࠫࡘ
࡯࡞૞ᚑߦ⽿છࠍᜬߚߥߌࠇ߫ߥࠄߥ޿⁁ᴫ߇޽ߞߚ‫ߩߘޕ‬ਛߢ⥄േ೙ᓮቇ⑼ߩࡕࠫࡘ࡯࡞࡮࠹ࠠࠬ࠻ߩ૞ᚑߪਥ
ߦࠗ࠭ࡒ࡯࡞ᩞ߿ࠦࡦࡗᩞߩᢎຬߦᆔ⸤ߐࠇߚ‫ޔߪࠇߎޕ‬వⴕࡊࡠࠫࠚࠢ࠻㧔JICA‫ޔ‬2006 ᐕ⚳ੌ㧕ߩ⚻㛎ࠍ↢߆
ߔߚ߼ߢ޽ߞߚߣߩߎߣ‫ޕ‬
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ߟߩࠨࡉቇ⑼߆ࠄ᭴ᚑߐࠇࠆߎߣߣߥߞߚ‫ޕ‬ᣂቇ⑼ߩቯຬᢙߪฦࠨࡉቇ⑼ 30 ੱߢว⸘ 60 ੱߢ޽
ࠆ‫⥄ޕ‬േ೙ᓮቇ⑼ߩጁୃࡊࡠࠣ࡜ࡓߪ‫ࠕ࡝࠻࠽ࠕޔ‬⡯ᬺ㜞ᩞߣࠕ࠽࠻࡝ࠕᎿᬺ㜞ᩞ↪ߩੑ⒳㘃߇
↪ᗧߐࠇߡ޿ࠆ‫⃻ޕ‬࿷ 26 ᩞߦ߅޿ߡ⥄േ೙ᓮቇ⑼߇⸳⟎ߐࠇߡ߅ࠅ‫࠻࠽ࠕߪߤࠎߣ߶ߩࠄࠇߎޔ‬
࡝ࠕ⡯ᬺ㜞ᩞߢ޽ࠆ‫ޕ‬
㧔㧞㧕 ୃቇᐕᢙߩ⍴❗
MEGEP ߦࠃࠆቇ೙ᡷ㕟ߪ 2005/06 ቇᐕᐲ߆ࠄታᣉߐࠇߚ‫⚿ߩߘޕ‬ᨐ‫ޔ‬ᓥ᧪ 5 ᐕ೙ߢ޽ߞߚࠕ࠽
࠻࡝ࠕᎿᬺ㜞ᩞߢߪ‫ޔ‬Ḱ஻⺖⒟ߣߒߡᄖ࿖⺆ቇ⠌ߦలߡࠄࠇߡ޿ߚᦨೋߩ 1 ቇᐕ߇ᑄᱛߐࠇ‫ޔ‬4 ᐕ
೙ߦ⍴❗ߐࠇߚ‫ࠕ࡝࠻࠽ࠕޕ‬⡯ᬺ㜞ᩞߢߪ‫ޔ‬ᓥ᧪ߩ 4 ᐕ೙߇⛽ᜬߐࠇࠆߣ౒ߦ‫ᦨޔ‬ೋߩ 1 ቇᐕߩ
ᄖ࿖⺆ቇ⠌ߪᑄᱛߐࠇ‫ޔ‬4 ᐕ㑆߇ᄖ࿖⺆ቇ⠌ࠍ฽߻৻⥸⑼⋡ߣ⡯ᬺᢎ⢒⑼⋡ߩቇ⠌ߦలߡࠄࠇࠆߎ
ߣߣߥߞߚ‫ߣ⋡⑼⥸৻ޔߚ߹ޕ‬⡯ᬺᢎ⢒⑼⋡ߩන૏ᢙ߇ᄌᦝߐࠇߚߎߣ߽޽ߞߡ‫ޔ‬ቇ⑼ฬ߇หߓ
ߢ߽‫ޔ‬ቇᩞ㧔࡝࠮㧕ߦࠃࠅ⡯ᬺᢎ⢒⑼⋡ߦഀࠅᒰߡࠄࠇࠆㅳᒰߚࠅߩ᝼ᬺᤨ㑆ᢙߦᏅ߇㐿ߊ⚿ᨐ
ߣ߽ߥߞߚ‫⥄ޔ߫߃଀ޕ‬േ೙ᓮቇ⑼‫ޔ‬ᯏ᪾ᛛⴚቇ⑼‫ޔ‬ᖱႎᛛⴚቇ⑼ߦߟ޿ߡߪ‫ࠕ࡝࠻࠽ࠕޔ‬Ꮏᬺ
㜞ᩞ߇ 11 ቇᐕ 14 ᤨ㑆‫ޔ‬12 ቇᐕ 17 ᤨ㑆ࠍ⡯ᬺᢎ⢒⑼⋡ߦలߡߡ޿ࠆߩߦኻߒߡ‫ࠕ࡝࠻࠽ࠕޔ‬⡯ᬺ
㜞ᩞߢߪ 11 ቇᐕ 27 ᤨ㑆‫ޔ‬12 ቇᐕ 30 ᤨ㑆ࠍഀ޿ߡ޿ࠆ‫⚿ߩߘޕ‬ᨐ‫ߩࠄࠇߎޔ‬ቇ⑼ߢߪਔቇᐕߣ߽
ㅳᒰߚࠅ 13 ᤨ㑆ߣ‫ޔ‬
ࠕ࠽࠻࡝ࠕ⡯ᬺ㜞ᩞߩ⡯ᬺᢎ⢒⑼⋡ߩ᝼ᬺᤨ㑆ᢙ߇ᩰᲑߦᄙ޿⁁ᴫߣߥߞߚ‫ޕ‬
㧞㧙㧠㧙㧞 ઁߩ࠼࠽࡯ߦࠃࠆ㑐ㅪࡊࡠࠫࠚࠢ࠻
MEGEP ߣ߶߷หߓታᣉᦼ㑆ߢ‫ޔ‬EU ᡰេߦࠃࠅ‫ޔ‬ᢎຬ⎇ୃࠍਥߥ⸘↹ౝኈߣߔࠆ⡯ᬺᢎ⢒⸠✵
ㄭઍൻ⸘↹㧔MVET㧕߇ታᣉߐࠇߡ޿ࠆ‫ޕ‬MGEP ߣห᭽ߦߎࠇ߽ 2007 ᐕ 9 ᦬ߦ⚳ੌߔࠆ‫ ߦઁޕ‬EU
ᡰេߦࠃࠆᢎ⢒ಽ㊁ߩ⸘↹ߣߒߡ‫ౕޔ‬૕⊛ౝኈߪਇ᣿ߢ޽ࠆ߇‫␠ޔ‬ળੱᢎ⢒ࠍౝኈߣߔࠆࡊࡠࠫ
ࠚࠢ࠻߇ർ᧲ㇱ෸߮ධ᧲ㇱߢታᣉ੍ቯߢ޽ࠆ‫ޕ‬
਎⇇㌁ⴕߪ 2005 ᐕ߆ࠄ 2010 ᐕߦ߆ߌߡ‫ޔ‬ਛ╬ᢎ⢒ࡊࡠࠫࠚࠢ࠻㧔Secondary Education Project‫ޔ‬
୫᱅㗵 1 ం 4 ⊖ਁ US$㧕ࠍታᣉਛߢ޽ࠆ‫↢ޕ‬ᶦቇ⠌ࠍᡰេߔࠆߎߣ߇ਥߚࠆ⋡⊛ߢ‫ߦ߼ߚߩߘޔ‬
ਛ╬࡟ࡌ࡞ߩ᥉ㅢᢎ⢒ߣ⡯ᬺᢎ⢒ߩ⾰ߣ౏ᐔᕈߩะ਄ࠍ࿑ࠆ‫ⶄߪ↹⸘ޕ‬ᢙߩࠦࡦࡐ࡯ࡀࡦ࠻߆ࠄ
᭴ᚑߐࠇ‫ޔ‬⍮⼂⚻ᷣ㧔knowledge economy㧕ߣ↢ᶦቇ⠌ߦᔅⷐߥၮ␆⢻ജࠍቇ↢߇஻߃ࠆߚ߼ߩࠞ
࡝ࠠࡘ࡜ࡓߩᡷᱜߣታᣉ‫ޔ‬ᖱႎㅢାᛛⴚ㕙ߩ⸠✵‫ߩࠬࡦ࠳ࠗࠟ࡮ࠕ࡝ࡖࠠޔ‬ታᣉ‫ޔ‬ਛ╬ᢎ⢒⹏ଔ
ࠪࠬ࠹ࡓߩ㐿⊒╬ߩౝኈ߆ࠄ᭴ᚑߐࠇߡ޿ࠆ‫ޕ‬
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╙㧟┨ 㐿⊒⺖㗴‫↥ޟ‬ᬺੱ᧚⢒ᚑ‫⺖ߣ⁁⃻ߩޠ‬㗴
㧟㧙㧝㐿⊒⺖㗴‫↥ޟ‬ᬺੱ᧚⢒ᚑ‫⁁⃻ߩޠ‬
㧟㧙㧝㧙㧝 ⥄േ೙ᓮᛛⴚߦ㑐ߔࠆੱ᧚㔛ⷐ
3
⵾ㅧᬺ࠮ࠢ࠲࡯ࠍኻ⽎ߦⴕࠊࠇߚੱ᧚㔛ⷐ⺞ᩏߩ৻ߟߦ‫ࠦ࡞࠻ޔ‬㊄ዻ⵾ຠ⵾ㅧᬺ⠪⚵ว㧔Turkish
Metal Goods Manufacturers Syndicate: MESS㧕ߩታᣉߒߚ MESS ട⋖ળ␠ੱ᧚㔛ⷐ⺞ᩏ㧔2004 ᐕ㧕
߇޽ࠆ‫ޕ‬ਛㇱ⷏ㇱߩ 4 Ꮊ 119 ␠ߩᛛ⢻⡯㧔technician㧕ߩᢎ⢒࡟ࡌ࡞╬ࠍኻ⽎ߣߒߡ޿ࠆ‫⺞ޕ‬ᩏ⚿
ᨐߦࠃࠇ߫‫ޔ‬77㧑૛ߩળ␠߇ NC/CNC Ꮏ૞‫ޔ‬CAD/CAM‫ޔ‬㔚᳇㔚ሶ‫ޔ‬㔚ሶㇱ᧚‫ޔ‬ᯏ᪾ᠲ૞ߩၮᧄේ
ೣ‫ޔ‬ᢙቇ‫⸘ޔ‬᷹ᯏེߩ૶↪‫ޔ‬ᴤ࿶ⓨ࿶‫⵾ޔ‬࿑ߣ࿑㕙ℂ⸃‫ޔ‬వㅴᛛⴚᖱႎߩ㕙ߢ‫ߩߘޔ‬ᛛ⢻⠪ߦ⢻
ജ߹ߚߪ⍮⼂ߦਇ⿷߇޽ࠆߣ࿁╵ߒߡ޿ࠆ‫ޔߚ߹ޕ‬⢻ജਇ⿷߇⹺߼ࠄࠇࠆ⡯⒳࡮ᛛⴚಽ㊁ߣߒߡ‫ޔ‬
⸘ⵝ㧔㈩㔚⋚⚵┙㧕
‫ޔ‬㔚᳇Ꮏ੐‫ޔ‬㔚ሶቇ‫⵾ޔ‬࿑‫ޔࠬࠢ࠾ࡠ࠻ࠞࡔޔ‬NC/CNC ടᎿ‫⥄ޔ‬േ೙ᓮ‫⵾ޔ‬ㅧ
࡜ࠗࡦㆇ↪‫⥄ޔ‬േゞ଻቞ୃℂ‫ࠢ࠶࠴ࠬ࡜ࡊޔ‬㊄ဳ‫ࠬ࡟ࡊޔ‬ടᎿ╬߇޽ࠆߣߩ⚿ᨐ߇ᓧࠄࠇߚ‫ޕ‬
MEGEP ߩഭ௛Ꮢ႐෸߮⢻ജ㔛ⷐ⺞ᩏ㧔2005 ᐕ㧕ߪో࠮ࠢ࠲࡯ߦ߹ߚ߇ࠅ‫ޔ‬31 Ꮊߩ⚂ 5 ජ␠ࠍ
ኻ⽎ߦታᣉߐࠇߚ‫ޕ‬ㆊ෰ 12 ࡩ᦬ߩ㑆ߦᎿᬺ㜞ᩞ෸߮⡯ᬺ㜞ᩞතᬺ↢ࠍណ↪ߒߚડᬺߩ࿁╵ᢙߩ߁
ߜ‫⵾ޔ‬࿑⢻ജߦߟ޿ߡ 43%‫ޔ‬⡯ᬺ⢻ജߦߟ޿ߡ 31%‫↪૶࠲࡯ࡘࡇࡦࠦޔ‬⢻ജߦߟ޿ߡ 30%߇‫ޔ‬ත
ᬺ↢ߩ⢻ജ߇ૐ޿ߣ࿁╵ߒߡ޿ࠆ‫ޕ‬
ਛዊડᬺ㐿⊒ᯏ᭴㧔KOSGEB㧕ߩ⺞ᩏ㧔2005 ᐕ 10 ᦬㧕⚿ᨐߢߪ‫੹ޔ‬ᓟᢙᐕߩ㑆ߦ 17 Ꮊߦ߅޿
ߡ೙ᓮᛛⴚ⠪࡮ᛛ⢻⠪ߩᣂⷙ㔛ⷐ߇⚂ 3 ਁੱ⷗ㄟ߹ࠇࠆߣߩផቯ߇ߥߐࠇߡ޿ࠆ‫⃻ޕ‬࿷࿖᳃ᢎ⢒
⋭߇↥ᬺࠝ࡯࠻ࡔ࡯࡚ࠪࡦᛛⴚᢎ⢒᥉෸ߩኻ⽎ߣߒߡ޿ࠆࠕ࠽࠻࡝ࠕ⡯ᬺ㜞ᩞ 20 ᩞߩ⥄േ೙ᓮቇ
⑼߆ࠄߪ‫ᦨޔ‬ᄢߢᲤᐕ 1,200 ੱ߇තᬺߔࠆߎߣߦߥࠆ‫ޕ‬࿖᳃ᢎ⢒⋭ߢߪ‫ߥ߁ࠃߩߎޔ‬㔛⛎⁁ᴫߦߟ
޿ߡ‫ޔ‬ዋߥߊߣ߽ଏ⛎ㆊᄙߦߪߥࠄߥ޿ߣ⠨߃ߡ޿ࠆ‫ޕ‬
ㄭᐕߩ↥ᬺ࠮ࠢ࠲࡯ߩᚑ㐳ߦߪ㗼⪺ߥ߽ߩ߇޽ࠅ‫ߩࠦ࡞࠻ޔ‬࿖᳃⚻ᷣߦኻߔࠆ↥ᬺ࠮ࠢ࠲࡯ߩ
⽸₂ߪ੹ᓟߐࠄߦ㜞߹ࠆ߽ߩߣ⠨߃ࠄࠇࠆ‫ޕ‬એ਄ߩ⺞ᩏ߿ಽᨆߩ⚿ᨐࠍ〯߹߃ࠆߣ‫⵾ޔ‬ㅧᬺ⇇╬
ߩડᬺߢߪណ↪␠ຬߩᛛ⢻᳓Ḱߦᔅߕߒ߽ḩ⿷ߒߡ޿ߥ޿ߎߣߥߤ߇್᣿ߒߡ߅ࠅ‫࡯ࠝޔߦ․ޔ‬
࠻ࡔ࡯࡚ࠪࡦᛛⴚ╬ߩవㅴᛛⴚߩዉ౉߇੹ᓟଦㅴߐࠇࠆߣ⠨߃ࠄࠇࠆ⵾ㅧᬺ⇇ߢߪ‫৻ޔ‬ቯߩᛛ⢻
᳓Ḱࠍ஻߃ߚੱ᧚ߦኻߔࠆ㔛ⷐߪ㜞޿‫ޕ‬
㧟㧙㧝㧙㧞 ࠻࡞ࠦߦ߅ߌࠆᣣ♽ડᬺߩᵴേ
ᣣᧄ⾏ᤃᝄ⥝ᯏ᭴䈱 2005 ᐕᧃᤨὐ䈱⺞ᩏ4䈮䉋䉏䈳䇮࿷䊃䊦䉮ᣣ♽ડᬺ䈲⚂ 50 ␠䈅䉍䇮䈠䈱ౝ⵾ㅧ
ᬺ䈲 16 ␠ሽ࿷䈜䉎䇯ᣣ♽⵾ㅧᬺ䉕ᬺ⒳೎䈪⷗䉎䈫䇸ャㅍ↪ᯏ᪾䇹䈏 3 ␠䇮䇸ャㅍ↪ᯏ᪾ㇱຠ䇹䈏 10 ␠䉕
භ䉄䈩䈍䉍䇮ᣣ♽⵾ㅧᬺ䈲⥄േゞ↥ᬺ䈏ਛᔃ䈫䈭䈦䈩䈇䉎䇯ᱷ䉎 3 ␠䈲䇸㘩ຠ䊶ㄘ᳓↥ടᎿ䇹╬䈪䈅䉎䇯᰷
ᎺᏒ႐䈻䈱࿾ℂ⊛䉝䉪䉶䉴䈭䈬䈱ᅢ᧦ઙ䈎䉌䇮䊃䊦䉮䈮䈲᰷☨䉇ᣣᧄ䈱⥄േゞ↥ᬺ䈏ᄙ䈒ㅴ಴䈚䈩䈇䉎
䈏䇮2004 ᐕ䈮䈲ᣣᧄ䈱ᄢᚻ⥄േゞ⵾ㅧᬺ䈏Ꮏᬺㇱ㐷ャ಴㗵䈱㚂૏䈫䈭䈦䈢䇯ᣣᧄ⾏ᤃᝄ⥝ᯏ᭴䈱⺞
ᩏ⚿ᨐ䈮䉋䉏䈳䇮⚻༡਄໧㗴䈫䈭䉎㗄⋡䈫䈚䈩䇮5 ␠એ਄䈱ડᬺ䈏⾏ᤃ೙ᐲ䇮ᛩ⾗೙ᐲ䇮䉟䊮䊐䊤ᢛ஻䈮
ଥ䉎੐㗄䉕᜼䈕䈩䈇䉎䇯ᰴ䈇䈪 4 ␠䈏ੱ᧚⏕଻䈱㔍䈚䈘䉕໧㗴ὐ䈫䈚䈩᜼䈕䈩䈇䉎䇯
3
MESS㧦࠻࡞ࠦߩਥⷐડᬺ࿅૕ߩ৻ߟߢ‫⥄ޔ‬േゞ‫ޔ‬㊄ዻ‫ޔ‬ᯏ᪾‫ޔ‬ᖱႎᯏེ‫ޔ‬㔚᳇ᯏེ‫ޔ‬ή✢ㅢା‫ޔ‬ක⮎♖ኒశቇ
෸߮ኅౕߩಽ㊁ߩ⚂ 300 ␠㧔ᓥᬺຬ✚ᢙ⚂ 12 ਁੱ㧕ߢ᭴ᚑߐࠇࠆ‫ޕ‬
4
࿷᰷Ꮊ࡮࠻࡞ࠦᣣ♽⵾ㅧᬺߩ⚻༡ታᘒ⺞ᩏ㧔ᣣᧄ⾏ᤃᝄ⥝ᯏ᭴‫ޔ‬2006 ᐕ 9 ᦬㧕
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㧟㧙㧞 ↥ᬺᛛⴚᢎ⢒ߩ೙ᐲ⊛ᨒ⚵ߺ
㧟㧙㧞㧙㧝 ࠻࡞ࠦߩ⥄േ೙ᓮቇ⑼᥉෸⸘↹
㧔㧝㧕᥉෸ኻ⽎ᩞߩㆬቯ
ᚒ߇࿖ߩᛛⴚදജ㧔2001 ᐕ㨪2006 ᐕ㧕ߦࠃࠅࠗ࠭ࡒ࡯࡞෸߮ࠦࡦࡗᩞߦ⸳┙ߐࠇߚ⥄േ೙ᓮቇ
⑼ࠍઁߩቇᩞߦ᥉෸ߔࠆ⸘↹߇࿖᳃ᢎ⢒⋭ߦࠃࠅ┙᩺ߐࠇ‫ޔ‬ᣢߦታᣉߦ⒖ߐࠇߡ޿ࠆ‫ޕ‬࿖᳃ᢎ⢒
⋭߇⥄േ೙ᓮᛛⴚᢎ⢒ߩ᥉෸ߩኻ⽎ߣߒߡ޿ࠆቇᩞߪࠕ࠽࠻࡝ࠕ⡯ᬺ㜞ᩞߢ‫ోޔ‬࿖߆ࠄ 20 ᩞ߇ㆬ
ቯߐࠇߚ‫ߩࠄࠇߎޕ‬ㆬቯߦ㓙ߒㆡ↪ߐࠇߚ᧦ઙߪ‫ޔ‬ቇᩞᚲ࿷࿾ၞߩ↥ᬺ࠮ࠢ࠲࡯‫ੱޔ‬ญ⒖േ‫ޔ‬ᄬ
ᬺ₸╬ߢ޽ߞߚ‫ߚ߹ޕ‬ኻ⽎ᩞߦ㔚᳇࡮㔚ሶቇ⑼‫ޔ‬ᯏ᪾ቇ⑼߇޽ࠆߎߣ߽᧦ઙߣߐࠇߚ‫ࠄࠇߎޕ‬᥉
෸ᩞߩᚲ࿷Ꮊ‫ޔ‬ฬ⒓෸߮⥄േ೙ᓮቇ⑼ߩ⹺น᦬ᣣ╬ࠍ⴫ 1 ߦ␜ߔ‫⹺ޕ‬น߇ 2004 ᐕߦⴕࠊࠇߚቇᩞ
ߪ 11 ᩞߢߎࠇࠍ╙৻ࠣ࡞࡯ࡊ‫ޔ‬2006 ᐕߦ⹺นߐࠇߚᱷࠅߩ 9 ᩞࠍ╙ੑࠣ࡞࡯ࡊߣ⒓ߒߡ޿ࠆ‫ޕ‬ቇ
೙ᡷ㕟ᓟߩᣂ⸳⥄േ೙ᓮቇ⑼߳ߩᦨೋߩࠢ࡜ࠬߪ‫ޔ‬వ⊒ߩ╙৻ࠣ࡞࡯ࡊߢߪ 2005/06 ቇᐕᐲߦ౉ቇ
ߒ‫ޔ‬ᓟ⊒ߩ╙ੑࠣ࡞࡯ࡊߢߪ 2006/07 ቇᐕᐲߦ౉ቇߒߚ‫ޔߪ࠻ࠢࠚࠫࡠࡊᧄޕ‬એ਄ߩ⥄േ೙ᓮቇ⑼
᥉෸⸘↹ࠍ⋥ធߩᡰេኻ⽎ߣߒߡⷐ⺧ߐࠇߡ޿ࠆ‫ޕ‬
㧔㧞㧕᥉෸ᩞߦኻߔࠆᯏ᧚㈩஻
࿖᳃ᢎ⢒⋭ߪ‫ޔ‬వ⊒ 11 ᩞߦኻߒߡ⥄േ೙ᓮṶ⠌ቶߦ㈩஻ߔࠆᯏ᧚ଏ⛎ࠍㅴ߼ߡ޿ࠆ‫ޕ‬㈩஻ᷣߺ
ߩਥⷐᯏ᧚ߣߒߡ‫ࡦ࡚ࠪ࡯ࡔ࠻࡯ࠝ࡮࡯࡝࠻ࠢࠔࡈ⵾࠷ࠗ࠼ޔ‬㧔FA㧕Ṷ⠌ⵝ⟎‫ޔ‬PC‫ޔ‬PLC ታ⠌ⵝ
⟎╬߇฽߹ࠇߡ޿ࠆ‫ޔߜ߁ߩߎޕ‬ᄢဳᯏ᧚ߪ࿖᳃ᢎ⢒⋭߇৻᜝⺞㆐ߒฦᩞߦ㈩஻ߒ‫ޔ‬ዊဳᯏ᧚ߪ
ฦᩞ߇੍▚㈩ಽࠍฃߌߡ⺞㆐ߒߚ‫ޕ‬ዊဳᯏ᧚↪ߩ৻ᩞᒰߚࠅߩ㈩Ꮣ੍▚ߪ 127,500YTL㧔⚂ 1,000
ਁ౞㧕߆ࠄ 150,000YTL㧔⚂ 1,200 ਁ౞㧕ߢ޽ࠆ‫ޕ‬ᓟ⊒ 9 ᩞߦኻߔࠆᯏ᧚ߪ 2007 ᐕ 1 ᦬⃻࿷㈩஻ߐ
ࠇߡ޿ߥ޿‫ޕ‬ᓟ⊒ᩞߩᦨೋߩࠢ࡜ࠬߪ 2006/07 ቇᐕᐲߦ౉ቇߒ‫ޔ‬ᯏ᧚Ṷ⠌߇ᔅⷐߥ 11 ᐕ↢ߦㅴ⚖
ߔࠆߩߪ 2008/09 ቇᐕᐲߣߥࠆߩߢ‫ߪߢ߹ࠇߘޔ‬ᯏ᧚㈩஻ߩᔅⷐ߇ߥ޿ߚ߼ߢ޽ࠆ‫ޕ‬
- 209 -
⴫ ᥉෸ᩞ ᩞ෸߮⥄േ೙ᓮቇ⑼ߩ⹺นᤨᦼ
N
O
Province
Name of School
Principal
1
ADANA
Merkez ATL-AML
Ramazan TEKE
2
AFYON
Gazi ATL-AML
Erol AVCIOGLU
3
ANKARA
skitler ATL-AML
Ahmet OZDEMIR
4
ANTALYA
Merkez ATL-AML
Hasan OZEN
5
BURSA
Ali Osman Sönmez
ATL-AML
6
DENIZLI
7
Remark
Started 2005-2006
2006-2007
Budget
Allocation
for Equip.
(YTL)
127.500
2004
Establishment
approval date
14.07.2004
150.000
2006
24.01.2006
127.500
2004
14.07.2004
127.500
2004
14.07.2004
150.000
2006
24.01.2006
Gurol ERISMIS
Started 2005-2006
Started 2005-2006
2006-2007
Merkez ehit Öretmen
Yusuf Batur ATL-AML
Kudret
YEMISCIOGLU
2006-2007
150.000
2006
24.01.2006
Atatürk ATL-AML
Fikret UMUDUM
2006-2007
150.000
2006
24.01.2006
ERZURUM
ESKISEHIR
Ataturk ATL-AML
S.Sirri
KABADAYI
140.000
2005
GAZ ANTEP
M.Rustu Uzel ATL-AML
Abdulkadir
KALYENCI
127.500
2004
14.07.2004
9
MERSIN
Tarsus-Merkez
ATL-AML
Hasan GURBUZ
140.000
2005
14.07.2004
10
STANBUL
Pendik ATL-AML
127.500
2004
14.07.2004
11
KAHRAMAN
MARAS
Merkez ATL-AML
Mustafa DACI
150.000
2006
24.01.2006
12
Started 2005-2006
Started 2005-2006
Started 2005-2006
Started 2005-2006
2006-2007
14.07.2004
8
KAYSERI
Hurriyet ATL-AML
Durmu PAYAS
2005-2006 balad
127.500
2004
05.10.2004
13
KOCAELI
Gebze ATL-AML
Mehmet Ali
TOKLUOLU
140.000
2005
KONYA
Adil Karaagac Anadolu
Teknik Lisesi
Muzaffer APAN
140.000
2005
14.07.2004
15
MALATYA
Yunus Emre ATL-AML
Huseyin KAYA
150.000
2006
24.01.2006
16
Started 2005-2006
Started 2005-2006
2006-2007
14.07.2004
14
ORDU
Merkez ATL-AML
Omer BA
2006-2007
150.000
2006
24.01.2006
17
SANLI URFA
Merkez ATL-AML
Abdulkadir ACAR
2006-2007
150.000
2006
10.03.2006
18
TEKIRDAG
Çorlu-M.Rustu Uzel
ATL-AML
Caner BAYSAL
2006-2007
150.000
2006
24.01.2006
19
VAN
Merkez ATL-AML
Veysel AKDAS
Started 2005-2006
127.500
2004
14.07.2004
20
಴ౖ㧦MoNE, 2007 ᐕ 2 ᦬
- 210 -
㧔㧟㧕᥉෸ᩞ⥄േ೙ᓮቇ⑼ᢎຬߦኻߔࠆ⎇ୃ੐ᬺ
⥄േ೙ᓮቇ⑼ߩᣂ⸳ߦ઻޿‫ޔ‬᥉෸ᩞߢߪណ↪߹ߚߪ⇣േߦࠃࠅᔅⷐߥᢎຬߩ⵬లࠍⴕߞߡ޿ࠆ‫ޕ‬
ቇ⑼ߩቯຬߪ 15 ฬߣ⸘↹ߐࠇ‫ޔ‬20 ᩞߢว⸘ 300 ੱߩᢎຬ߇⵬లߐࠇࠆ੍ቯߢ޽ࠆ‫ޕ‬ᰴ⴫ߦ␜ߔࠃ
߁ߦ‫ޔ‬2007 ᐕ 1 ᦬߹ߢߦ‫ߥ߁ࠃߩߘޔ‬వ⊒ 11 ᩞߩᢎຬ୥⵬ߦኻߒߡ⥄േ೙ᓮᛛⴚᢎ⢒ߩ⎇ୃ߇
TTC ╬ߦ߅޿ߡ 3 ࿁ታᣉߐࠇߡ޿ࠆ‫ޕ‬ᓟ⊒ᩞߦኻߒߡߪ‫ޔ‬2007 ᐕ 2 ᦬ 19 ᣣ߆ࠄ 6 ᦬ 1 ᣣ㧔103 ᣣ
㑆㧕ߦ TTC ߢೋ࿁ߩ⎇ୃࠍⴕ߁ߎߣ߇੍ቯߐࠇߡ޿ࠆ‫ޕ‬
⴫ ⥄േ೙ᓮቇ⑼ᢎᏧ୥⵬ߩ⎇ୃ㧔 ᐕ ᦬㧕
ታᣉᤨᦼ
06 ᐕ 3 ᦬㨪4 ᦬
06 ᐕ 9 ᦬㨪12 ᦬
06 ᐕ 7 ᦬߆ࠄ 12 ᦬
⎇ୃౝኈ
10 ᐕ↢↪⑼⋡
10 ᐕ࡮11 ᐕ↢↪⑼⋡
FA Ṷ⠌ⵝ⟎㧔⥃ᤨ㧕
వ⊒ 11 ᩞ
31 ੱ
33 ੱ
20 ੱ
ᓟ⊒ 9 ᩞ
ᧂታᣉ
ᧂታᣉ
ᧂታᣉ
ߎࠇ߹ߢߩߣߎࠈ‫ޔ‬㔚᳇࡮㔚ሶ‫ޔ‬ᯏ᪾‫ߩ࠲࡯ࡘࡇࡦࠦޔ‬ਃಽ㊁߆ࠄ৻ੱߕߟ⎇ୃࠍฃߌࠆ⸘↹
ߣߥߞߡ޿ࠆ‫ࠆߔ↹⸘ࠍࠬ࡯ࠦୃ⎇ޕ‬㓙ߦߪ‫ߩ⋡⑼ୃ⎇ޔ‬᳿ቯψฃ⻠ᢎຬᢙߩ᳿ቯψ࿖᳃ᢎ⢒⋭
߆ࠄߩㅢ⍮ࠍฃߌฦᩞߦ߅޿ߡᢎຬߩផ⮈᳿ቯߣ‫ޔ‬Ბ㓏ࠍ⚻ߡ᳿߼ࠄࠇߡ߈ߚ‫⹜ߦᤨੌ⚳ୃ⎇ޕ‬
㛎߇ⴕࠊࠇ‫ޔ‬วᩰ⠪߇ᱜᑼߦ⥄േ೙ᓮቇ⑼ᢎຬߣߒߡ㈩⟎ߐࠇࠆ‫ޕ‬
2006 ᐕ 3 ᦬ߩ 10 ᐕ↢↪⑼⋡ߩ⎇ୃߢߪ‫ޔ‬5 ⑼⋡ߩ⎇ୃࠍⴕߞߚ‫ ߪߦࠇߎޕ‬10 ᐕ↢↪⑼⋡ߛߌ
ߢߪߥߊ‫ޔ‬Micro Controller ߩၮ␆߽฽߼ࠄࠇߚ‫ޕ‬2006 ᐕ 9 ᦬ߩ⎇ୃߪ 3 ࡩ᦬ߣ㐳ᦼߩ⎇ୃᦼ㑆߇
ᓧࠄࠇߚߩߢ‫ޔ‬10 ᐕ↢෸߮ 11 ᐕ↢↪⑼⋡ߩ⎇ୃࠍⴕߞߚ‫ޕ‬ኾ㐷ಽ㊁೎ߦಽߌࠆߎߣߥߊ‫ోޔ‬ฃ⻠
↢ࠍ৻᜝ߒߡࡉ࡜ࡦ࠴㧔ࠨࡉቇ⑼㧕ߩ⡯ᬺᢎ⢒⑼⋡ߩ⎇ୃࠍⴕߞߚ‫ޕ‬ኾ㐷ಽ㊁ߩ⎇ୃࠍฃߌߡ߽
ή㚝ߣߩჿ߇ᒝߊ‫ޔ‬2007 ᐕ 2 ᦬ߩᓟ⊒ᩞኻ⽎ߩ⎇ୃߢߪߎࠇࠍᡷ߼ࠆ੍ቯߢ޽ࠆ‫ޕ‬㔚᳇࡮㔚ሶಽ
㊁ 20 ੱ෸߮ᯏ᪾࡮PC ಽ㊁ 20 ੱߩෳടࠍᓧߡ‫ޔ‬10 ᐕ↢෸߮ 11 ᐕ↢↪⑼⋡ߩ⎇ୃ߇ⴕࠊࠇࠆ‫ޕ‬㔚
᳇࡮㔚ሶಽ㊁ߩฃ⻠↢ߦߪࠗࡦ࠳ࠬ࠻࡝ࠕ࡞࡮ࠦࡦ࠻ࡠ࡯࡞࡮ࠨࡉቇ⑼ߩ⡯ᬺᢎ⢒⑼⋡ࠍ‫ࡦࠦޔ‬
ࡇࡘ࡯࠲෸߮ᯏ᪾ಽ㊁ߩฃ⻠↢ߦߪࡔࠞ࠻ࡠ࠾ࠢࠬ࡮ࠨࡉቇ⑼ߩ⡯ᬺᢎ⢒⑼⋡ࠍ⎇ୃߩਛᔃߦߔ
ࠆ੍ቯߢ޽ࠆ‫ޕ‬
12 ᐕ↢↪⑼⋡ߩ⎇ୃߪ 2007 ᐕ⑺ᦼ߆ࠄታᣉߐࠇࠆ‫ޕ‬ᢎຬ⎇ୃ߇ᚲቯߩቯຬᨒߦኻߒߡోߡ⚳ੌ
ߔࠆߩߪ 2012 ᐕߣ⷗ㄟ߹ࠇߡ޿ࠆ‫ޕ‬ㆃߊߣ߽ᦨೋߩࠢ࡜ࠬߩㅴ⚖߹ߢߦ‫ޔ‬ฦቇᐕߩ⑼⋡ߩᢎຬ⎇
ୃࠍ⚳ࠊࠄߖࠆߎߣ߇᧦ઙߣߥࠆߎߣ߆ࠄ‫ߩୃ⎇ޔ‬ታᣉᤨᦼߪᘕ㊀ߦᬌ⸛ߐࠇߡ޿ࠆ‫ᦼోޕ‬㑆ߩ
ᢎຬ⎇ୃ⸘↹ࠍ࿑ 7 ߦ␜ߔ‫ޕ‬
ઁߦ 2007 ᐕ 4 ᦬ߦߪ FA Ṷ⠌ⵝ⟎ߩੑ࿁⋡ߩ⎇ୃࠍⴕ߁⸘↹߇޽ࠆ‫ޕ‬
- 211 -
㪰㪼㪸㫉
㪤㫆㫅㫋㪿
2006
2007
2008
2009
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8
)TCFG
)TCFG㧦
)TCFG
)TCFGCPF㧦
)TCFGCPF㧦ੱ
)TCFG
)TCFG
5GRVGODGT
'PVT[QHUVWFGPVU
)TCFG
)TCFG
)TCFGCPF㧦
)TCFGCPF㧦
)TCFG㧦!
)TCFG㧦㧫
)TCFG
)TCFG
)TCFG㧦
)TCFG
- 212 -
㪰㪼㪸㫉
㪤㫆㫅㫋㪿
2010
2011
2012
)TCFGCPF㧦
)TCFG㧦
)TCFG㧦
2013
9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4
)TCFG㧦
)TCFG㧦
)TCFG㧦
)TCFG㧦
)TCFG
㧟㧙㧞㧙㧞 ⥄േ೙ᓮቇ⑼ߩ᥉෸ᩞ
㧔㧝㧕᥉෸ᩞߩ᭎ⷐ
᥉෸ኻ⽎ߩ 20 ᩞߪ‫ ߩ┵᧲ᦨޔ‬Van ᩞ߆ࠄᦨ⷏┵ߩ Tekirda ᩞ߹ߢ࠻࡞ࠦో࿖ 20 Ꮊߦࠊߚߞ
ߡ޿ࠆ‫ޕ‬ቇᩞᚲ࿷࿾ၞߩ↥ᬺ࠮ࠢ࠲࡯ߩⷙᮨߣ᭴ᚑߪᄙ᭽ߢ޽ࠆ‫ޕ‬వ⊒ 11 ᩞߦኻߔࠆࠕࡦࠤ࡯
࠻⚿ᨐ㧔ઃዻ⾗ᢱ 5㧕ߦࠃࠇ߫‫᧦ߥ߁ࠃߩߘޔ‬ઙߩ㆑޿ߦࠃࠆ߽ߩ߆‫ޔ‬ฦᩞ߇ᜬߟ࿾ၞ↥ᬺ࠮
ࠢ࠲࡯ߦኻߔࠆ⠨߃ߦߪ‫ޔ‬ቇ↢ߩታ⠌ߩ႐ߣߒߡ⷗ࠆ߆ዞ⡯వߣߒߡ⷗ࠆ߆ߢᐞಽ߆Ꮕ⇣߇⷗
ࠄࠇࠆ‫ޕ‬
ઃዻ⾗ᢱ 4 ߦฦᩞߩቇ⑼೎ቇ↢ᢙߣኾ㐷ಽ㊁೎ᢎຬᢙࠍ␜ߔ‫ోޕ‬ᩞቇ↢ᢙߪᄢ߈޿ߣߎࠈߢ
3 ජฬࠍ⿥߃‫ޔ‬ዊߐ޿ߣߎࠈߢ 500 ฬ⒟ᐲߣ‫ޔ‬᥉෸ᩞߩⷙᮨߪᄙ᭽ߢ޽ࠆ‫⥄ޕ‬േ೙ᓮቇ⑼ߩᢎ
ຬቯຬߪ 15 ฬ߇⸘↹ߐࠇߡ޿ࠆ߇‫ޔ‬23 ฬߢ⸘↹ߐࠇߡ޿ࠆቇᩞ߽޽ࠆ‫ޕ‬వ⊒ 11 ᩞߦ޽ߞߡ߽‫ޔ‬
2007 ᐕ 1 ᦬⃻࿷ߢណ↪ᢎຬߪߥ߅ 6 ฬ㨪8 ฬ⒟ᐲߣ‫ޔ‬ඨᢙ⒟ᐲ߇ᧂណ↪ߢ޽ࠆ‫ߛᧂ߼ߚߩߘޕ‬
ᜂᒰ⑼⋡ߩᝄࠅಽߌߥߤࠍ᳿߼ࠆᲑ㓏ߦߪߥ޿‫ޕ‬
਄⸥ߩࠕࡦࠤ࡯࠻ߪ‫ޔ‬TTC ߩ⎇ୃࠍᣢߦฃ⻠ߒߚవ⊒ᩞࠍኻ⽎ߣߒߡ޿ࠆ‫ୃ⎇ޕ‬ౝኈߦ㑐ߔ
ࠆ⾰໧ߩ࿁╵ߦࠃࠇ߫‫ޔ‬10 ᐕ↢߿ 11 ᐕ↢↪⑼⋡ߩ⎇ୃߦචಽḩ⿷ߒߡ޿ߥ޿ቇᩞ߇ᄙ޿‫ޕ‬ਇ
ḩ⿷ߩℂ↱ߪ‫ޔ‬ᢎ᧚‫⟵⻠ޔ‬ౝኈ‫ᦼୃ⎇ޔ‬㑆╬޿ߊߟ߆ߩⷐ࿃߇޽ࠆ‫ޕ‬ኾ㐷ಽ㊁ߦኻߔࠆ⎇ୃߪ
ਇⷐߣߩჿ߽ᒝ޿߇‫ޔ‬2007 ᐕ 2 ᦬ߩ⎇ୃ߆ࠄߎࠇߦኻߔࠆភ⟎ߪขࠄࠇߡ޿ࠆ‫ޕ‬
⥄േ೙ᓮቇ⑼ߩ 11 ᐕ↢ߣ 12 ᐕ↢ߦኻߔࠆ⡯ᬺᢎ⢒ 20 ⑼⋡ߦߟ޿ߡ‫ޔ‬චಽߥᛛⴚ⍮⼂ࠍᜬߟ
߆‫ޔ‬ᢎ᧚ࠍ೙૞ߢ߈ࠆ߆╬ࠍ໧߁⥄Ꮖ⹏ଔ⺞ᩏࠍ‫ޔ‬᥉෸ᩞหቇ⑼ߩᢎຬߢ TTC ߩ⎇ୃฃ⻠⠪ߦ
ኻߒߡⴕߞߚ‫ᦨޕ‬㜞ὐߪ 3 ὐ‫ᦨޔ‬ૐὐߪ 0 ὐߣߒߚ‫ޕ‬56 ฬ߆ࠄᓧߚ࿁╵⚿ᨐࠍขࠅ߹ߣ߼ߡઃ
ዻ⾗ᢱ 6 ߦ␜ߔ‫ޕ‬56 ฬోຬߩ㓸⸘⚿ᨐߦ␜ߐࠇࠆࠃ߁ߦ‫ޔ‬ᐔဋὐ߇ 1.5 ὐએਅߩ⑼⋡߇ඨᢙࠍ
⿥߃ߚ‫ ߪࠇߎޕ‬12 ᐕ↢↪⑼⋡ߩ⎇ୃ߇߹ߛታᣉߐࠇߡ޿ߥ޿ߎߣ‫ߚ߹ޔ‬ᢎຬߩኾ㐷ಽ㊁ߦࠃ
ࠄߕᐔဋὐࠍ▚಴ߒߡ޿ࠆߎߣ╬߇ℂ↱ߣ⠨߃ࠄࠇࠆ‫ޕ‬GDTVE ߇ⴕ߁ฃ⻠↢ߩ▤ℂߦࠃࠇ߫‫ޔ‬
ᢎຬߩኾ㐷ਃಽ㊁ߩ߁ߜ‫ޟޔ‬㔚᳇࡮㔚ሶ‫ޟߦࠄߐߪޠ‬㔚ሶ࡮㆙㓒ㅢା‫ޟߣޠ‬㔚᳇‫ߦޠ‬ಽ㘃ߐࠇ
ߡ޿ࠆ‫ߦࠇߎޕ‬ᯏ᪾ߣࠦࡦࡇࡘ࡯࠲ࠍട߃‫ޔ‬ኾ㐷ಽ㊁ࠍ 4 ಽ㊁ߦಽߌߡ⥄Ꮖ⹏ଔࠍ㓸⸘ߒߚ⚿
ᨐߢߪ‫ޔ‬ಽ㊁ߦࠃࠆ㆑޿߇޽ࠆ⒟ᐲ᣿ࠄ߆ߣߥࠆ㧔ઃዻ⾗ᢱ 6 ߩ࡟࡯࠳࡯࠴ࡖ࡯࠻ෳᾖ㧕‫ޕ‬ᯏ
᪾ಽ㊁ߩᢎຬ߇⧰ᚻߣߔࠆ㔚ሶ࡮㔚᳇‫࠲࡯ࡘࡇࡦࠦޔ‬㑐ㅪߩ⑼⋡ߪᄙ޿‫ޕ‬㔚ሶ࡮㆙㓒ㅢାߣ㔚
᳇ಽ㊁ߩᢎຬߩ⥄Ꮖ⹏ଔߪหߓࠃ߁ߥ௑ะࠍ␜ߔ‫࠲࡯ࡘࡇࡦࠦޕ‬ಽ㊁ߩᢎຬߪᯏ᪾‫ޔ‬㔚᳇࡮㔚
ሶ㑐ㅪߩ⑼⋡ࠍ⧰ᚻߣߒߡ޿ࠆ‫ޕ‬
㧔㧞㧕ቇᩞߩㆇ༡૕೙
࿖᳃ᢎ⢒⋭ᛛⴚ⡯ᬺᢎ⢒✚ዪ߇ᚲ᝿ߔࠆᎿᬺ㜞ᩞ෸߮⡯ᬺ㜞ᩞߪ 1,580 ᩞ޽ࠅ‫৻ߩߘޔ‬ㇱߦ
⥄േ೙ᓮቇ⑼ࠍ⟎ߊ᥉෸ᩞ 20 ᩞ߇฽߹ࠇߡ޿ࠆ‫ޕ‬᥉෸ᩞߩ▤ℂ⡯ຬ߿ᢎຬߩછ఺ߦߪઁᩞߣ
Ყߴߡ⇣ߥࠆὐߪߥߊ‫ߩߘߚ߹ޔ‬ㆇ༡੍▚߽ో㜞ᩞߩ੍▚ᨒߦ฽߹ࠇࠆ‫ߥ߁ࠃߩߘޕ‬⢛᥊ࠍ⠨
߃ࠆߣ‫ޔ‬᥉෸ᩞᢎຬߦኻߔࠆ TTC ߩ㓸ਛ⎇ୃߪ․Ბߩភ⟎߇⻠ߓࠄࠇߚ߽ߩߣ⸒ߞߡ⦟޿‫߹ޕ‬
ߚ‫⥄ޔ‬േ೙ᓮቇ⑼ߩᯏ᧚㈩஻߿ᢎຬណ↪ࠍଦㅴߔࠆ਄ߢ‫▚੍ޔ‬ភ⟎߇㓚ኂߦߥࠆࠃ߁ߥ⁁ᴫߪ
↢ߓߡ޿ߥ޿‫ޕ‬ᛛⴚ⡯ᬺᢎ⢒✚ዪߢߪ‫⥄ޔ‬േ೙ᓮᛛⴚᢎ⢒ߩ᥉෸ߦᒰߚߞߡ‫ޔ‬ᯏ᧚㈩஻ߥߤኻ
⽎ 20 ᩞ߳ߩ੍▚㈩Ꮣ߇ఝవߐࠇߡ޿ࠆߎߣࠍᒝ⺞ߒߡ޿ࠆ߇‫ߪࠇߎޔ‬੐ታߣ⠨߃ࠄࠇࠆ‫ޕ‬
ⷞኤߒߚ㒢ࠅߢߪ‫ߩࠦ࡞࠻ޔ‬Ꮏᬺ࡮⡯ᬺ㜞ᩞߩ⸳஻ߪ߆ߥࠅฎߊ‫੹ޔ‬࿁ߩࠃ߁ߦᣂ⸳ቇ⑼ߩ
ߚ߼ߦᣂⷙߩᄢဳታ⠌ᯏེࠍዉ౉ߔࠆߎߣߪߥ߆ߞߚࠃ߁ߢ޽ࠆ‫ޔߡߞ߇ߚߒޕ‬᥉෸ᩞߦ߅޿
ߡߪ‫ޔ‬ᢎຬߪ߻ࠈࠎߩߎߣ‫ޔ‬࿾ర↥ᬺ⇇߆ࠄ߽ᣂ⸳ߩ⥄േ೙ᓮᛛⴚቇ⑼ߦኻߔࠆᦼᓙߪ㜞޿ߣ
- 213 -
ᗵߓࠄࠇߚ‫ޕ‬
㧟㧙㧞㧙㧟 ⥄േ೙ᓮቇ⑼ߩጁୃࠪࠬ࠹ࡓ
㧔㧝㧕ጁୃࡊࡠࠣ࡜ࡓ
ᣂቇ೙ߩ⥄േ೙ᓮቇ⑼ጁୃࡊࡠࠣ࡜ࡓߩ૞ᚑߦ㓙ߒߡߪ‫ޔ‬MEGEP ࡄࠗࡠ࠶࠻ᩞߣߥߞߚࡉ
࡞ࠨ‫࡞࡯ࡉࡦ࠲ࠬࠗޔ࡞࡯ࡒ࠭ࠗޔ‬㧔࠷࠸࡜ᩞ㧕‫࡜ࠞࡦࠕޔࡗࡦࠦޔ࡝ࠛࡖࠫࠦޔ‬㧔ࠗࠬࠠ࠹
ࠖ࡯࡞ᩞ㧕ߩฦ㜞ᩞߩᢎຬ߇‫ߩ࡞࡯ࡘࠫࡕޔ‬᭴ᚑߣጁୃࡊࡠࠣ࡜ࡓߩౝኈᬌ⸛ߦᒰߚߞߚ‫ޕ‬ᬌ
⸛૞ᬺߩ৻Ⅳߣߒߡ‫ޔ‬ᄢቇ‫ޔ‬ᬺ⇇ઍ⴫╬ߩᗧ⷗߇⡞߆ࠇߡ޿ࠆ‫ߩߘߚ߹ޕ‬ᓟߪ‫ޔ‬೨ࡊࡠࠫࠚࠢ
࠻ߩᚑᨐߢ޽ࠆ⑼⋡᭴ᚑ㧔ࠞ࡝ࠠࡘ࡜ࡓ㧕ࠍࡌ࡯ࠬߦ‫ޔ‬೨ࡊࡠࠫࠚࠢ࠻ߩࠞ࠙ࡦ࠲࡯ࡄ࡯࠻߇
ਛᔃߣߥߞߡࡕࠫࡘ࡯࡞෸߮ࠞ࡝ࠠࡘ࡜ࡓ߇⠨᩺ߐࠇߚ‫ ߪߣߎߩߎޕ‬IAT ቇ⑼ߩㆇ༡ߦᔅⷐߥ
⚵❱⢻ജ߇ሽ࿷ߔࠆߎߣࠍ␜ໂߔࠆ‫ޕ‬
ጁୃࡊࡠࠣ࡜ࡓߪ‫ޔ‬᝼ᬺ⑼⋡ߩቇᐕ೎᭴ᚑߣᔅⷐߥጁୃᤨ㑆ᢙࠍቯ߼ࠆ‫ࠕ࡝࠻࠽ࠕޕ‬⡯ᬺ㜞
ᩞ↪ߩ⥄േ೙ᓮቇ⑼ጁୃࡊࡠࠣ࡜ࡓߪ‫ ⋡⑼⥸৻ޔ‬22 ⑼⋡‫ޔ‬⡯ᬺᢎ⢒⑼⋡ 23 ⑼⋡߆ࠄ᭴ᚑߐࠇ‫ޔ‬
ㅳ 40 ᤨ㑆ߩ᝼ᬺ߇ഀࠅᒰߡࠄࠇࠆ㧔⴫ 3 ෳᾖ㧕‫ߩ⋡⑼⥸৻ޕ‬᭴ᚑߣጁୃᤨ㑆ᢙߪቯ߼ࠄࠇߡ޿
ࠆ߇‫ޔ‬⡯ᬺᢎ⢒⑼⋡ߦߟ޿ߡߪ‫ޔ‬ጁୃ⑼⋡ߩᨒ⚵ߺߣว⸘ᤨ㑆ᢙࠍቯ߼ࠆߛߌߢ‫ޔ‬࿾ၞߩ↥ᬺ
࠾࡯࠭ߦวࠊߖࠆߚ߼‫ߩ⋡⑼ޔ‬ㆬᛯߪቇᩞߦછߐࠇߡ޿ࠆ‫ޕ‬
ࠗ࠭ࡒ࡯࡞ᩞߢߪ‫ޔ‬11 ᐕ↢ߣ 12 ᐕ↢೎෸߮ࠨࡉቇ⑼೎ߩ⑼⋡ߩᝄࠅಽߌߪᣢߦቢੌߒߡ޿
ࠆ㧔ઃዻ⾗ᢱ 9㧕‫ޕ‬11 ᐕ↢߆ࠄಽ߆ࠇࠆࡔࠞ࠻ࡠ࠾ࠢࠬ࡮ࠨࡉቇ⑼ߢߪ‫ޔ‬PLC ߩ૶޿ᣇߣฦ⒳
ⵝ⟎ߩ೙ᓮᣇᴺ㧔FA ⵝ⟎߇ਛᔃ㧕‫ࠆࠃߦ࠲࡯ࡘࡇࡦࠦࡠࠢࠗࡑޔ‬೙ᓮ‫ޔ‬CAM ߦࠃࠆടᎿ߇ਥߥ
ቇ⠌ౝኈߢ޽ࠆ‫ࡉࠨ࡮࡞࡯ࡠ࠻ࡦࠦ࡮࡞ࠕ࡝࠻ࠬ࠳ࡦࠗޕ‬ቇ⑼ߢߪ‫ޔ‬PLC ߩ૶޿ᣇߣฦ⒳ⵝ⟎
ߩ೙ᓮᣇᴺ‫ࠆࠃߦ࠲࡯ࡘࡇࡦࠦࡠࠢࠗࡑޔ‬೙ᓮ෸߮ࠕࡊ࡝ࠤ࡯࡚ࠪࡦ㐿⊒‫ࡀ࡮࠲࡯ࡘࡇࡦࠦޔ‬
࠶࠻ࡢ࡯ࠢߩ⸳⟎ᣇᴺ߇ਥߥቇ⠌ౝኈߣߥߞߡ޿ࠆ‫࡞࡯ࡒ࠭ࠗޕ‬ᩞߩࠞ࡝ࠠࡘ࡜ࡓߣߒߡ૞ᚑ
ߐࠇߡ޿ࠆ߇‫ޔ‬᥉෸ᩞߦኻߒߡ߽ࠞ࡝ࠠࡘ࡜ࡓ૞ᚑߩ਄ߢหᩞߩ߽ߩࠍ൘߼ߡ޿ࠆ‫࡜ࠞࡦࠕޕ‬
ߩࠗࠬࠠ࠹ࠖ࡯࡞ᩞߢߪ‫↥࡜ࠞࡦࠕޔ‬ᬺ⇇ߩᗧ⷗ࠍ෻ᤋߔࠆߚ߼‫ߦ࡞࡯ࡘࠫࡕ߿⋡⑼ߩߤޔ‬ᵈ
⋡ߔߴ߈߆หᩞߩవ↢߇ᬌ⸛ਛߣߩߎߣߢ޽ࠆ߇‫ޔ‬ᒰ㕙ߪࠗ࠭ࡒ࡯࡞ᩞ߇Ḱ஻ߒߚࠞ࡝ࠠࡘ࡜
ࡓࠍߘߩ߹߹૶߁ߣߩߎߣߢ޽ࠆ‫ޕ‬
- 214 -
⴫ ⥄േ೙ᓮቇ⑼ጁୃࡊࡠࠣ࡜ࡓ
ANATOLIAN VOCATIONAL HIGH SCHOOLS
INDUSTRIAL AUTOMATION TECHNOLOGIES
(MECHATRONICS AND INDUSTRIAL CONTROL)
WEEKLY COURSE CHART OF FRAME TRAINING PROGRAMME
COURSE CATEGORIES
IX.
X.
XI.
XII.
GRADE GRADE GRADE GRADE
COURSES
*LANGUAGE AND NARRATION
TURKISH LITERATURE
RELIGIOUS CULTURE AND ETHICS
HISTORY
COMMON COURSES
2
3
1
2
TURKISH REPUBLIC HISTORY & KEMALISM GEOGRAPHY
2
MATHEMATICS
4
PHYSICS
2
CHEMISTRY
2
BIOLOGY
2
HEALTH
2
PHILOSOPHY
FOREIGN LANGUAGE
10
PHYSICAL TRAINING
2
NATIONAL SECURITY
TRAFFIC & FIRST AID
TOTAL
34
2
3
1
2
2
4
1
15
2
1
2
-
2
1
-
2
4
1
12
4
7
-
27
30
21
3
1
40
27
1
40
30
2
1
40
INFORMATION AND COMMUNICATION TECH. 2
3
2
MATHEMATICS
F
I
E
L
D
/
B
R
A
N
C
H
C
O
U
R
S
E
S
COMMON
VOCATIONAL DEVELOPMENT
COURSES
OF
THE BASIC MECHANICS
*BASIC INDUSTRIAL APPLICATIONS
FIELD
BRANCH
COURSES
TECHNICAL AND VOCATIONAL DRAFT
*SKILL TRAINING AT FIRMS
MECHANISMS
MODELLING ON COMPUTERS
PNEUMATIC AND HYDRAULICSYSTEMS
*COMPUTERIZED CONTROL
*SUCCESSIVE CONTROL
*PLANT AUTOMATION
SCADA SYSTEMS
TECHNICAL FOREIGN LANGUAGE
CIRCUIT ANALYSIS
BASIC PROGRAMMING
5
9
2
-
BASIC COMPUTER NETWORKS & SERVER
SERVICES
*MICRODETECTOR APPLICATIONS
INDUSTRIAL SYSTEMS
INSPECTION SYSTEMS
NUMERICAL SIGNALLING SYSTEM
TOTAL FIELD/ BRANCH COURSES
OPTIONAL COURSES
GUIDANCE
TOTAL
2
3
1
40
(*) refers to the courses which are not applicable to the annual average success grade in accordance with
the Article 33. of the Class Achievement Regulation for Secondary Schools, Ministry of National
Education.
- 215 -
㧔㧞㧕ࡕࠫࡘ࡯࡞ߩ᭴ᚑ
⥄േ೙ᓮቇ⑼ߩጁୃࡊࡠࠣ࡜ࡓߢߪ‫ޔ‬10 ᐕ↢એ㒠߇ቇ⠌ߔࠆ 28 ⑼⋡ࠍว⸘ 93 ࡕࠫࡘ࡯࡞ߢ
᭴ᚑߔࠆࠃ߁ቯ߼ߡ޿ࠆ‫⋡⑼৻ޕ‬ᒰߚࠅᐔဋ 3 ࡕࠫࡘ࡯࡞ߢ᭴ᚑߐࠇࠆߎߣߦߥࠆ߇‫ߦ⋡⑼ޔ‬
ࠃߞߡߪᄙ޿߽ߩߢ 14 ࡕࠫࡘ࡯࡞߆ࠄᚑࠆ߽ߩ߽޽ࠆ‫ޕ‬
࠻࡞ࠦߩᎿᬺ࡮⡯ᬺ㜞ᩞߢߪ‫ޔ‬ਥߦ⡯ᬺ⸠✵⊛ߥౝኈ߇ᢎ߃ࠄࠇߡ޿ࠆ‫੹ޕ‬࿁૞ᚑߐࠇߚࡕ
ࠫࡘ࡯࡞ߦ߅޿ߡ߽‫್ࠄ߆⚂ⷐޔ‬ᢿߔࠆ㒢ࠅߢߪ‫ޔ‬11 ᐕ↢ߣ 12 ᐕ↢ߦߥࠆ߶ߤ‫޿૶ޟ‬ᣇ‫߿ޠ‬
‫ޟ‬ᠲ૞‫߁޿ߣޠ‬੐㗄߇ᄙߊߥࠆ‫ౕޕ‬૕⊛ߥታ⠌ᯏེߦࠃࠆᠲ૞ᴺ߇‫ޔ‬᝼ᬺౝኈߢ޽ࠆߣᕁࠊࠇ
ࠆ‫ޕ‬
㧔㧟㧕ࡕࠫࡘ࡯࡞࡮࠹ࠠࠬ࠻ߩ㐿⊒࡮૞ᚑ
ቇ೙ᡷ㕟ߩ⚿ᨐጁୃࡊࡠࠣ࡜ࡓ߇ᄌࠊࠅ‫߇ࡓ࠹ࠬࠪ࡮࡞࡯ࡘࠫࡕߚ߹ޔ‬ዉ౉ߐࠇߚߩߢ‫ޔ‬ᣂ
⺖⒟ߢߪ೨ࡊࡠࠫࠚࠢ࠻㧔2006 ᐕ⚳ੌ㧕ߢ૞ᚑߐࠇߚᢎ⑼ᦠߪ૶↪ߐࠇߡ޿ߥ޿‫⥄ޕ‬േ೙ᓮቇ
⑼ߩ႐วߪ‫࡞࡯ࡘࠫࡕޔ‬૞ᚑߦ㓙ߒߡ‫ޔ‬೨ߩᢎ⑼ᦠ߇ෳ⠨ߦߐࠇߚࠤ࡯ࠬߣෳ⠨ߦߐࠇߥ߆ߞ
ߚࠤ࡯ࠬߩਔᣇ߇޽ࠆ‫ޕ‬10 ᐕ↢એ㒠ߢ૶↪ߐࠇࠆ 93 ࡕࠫࡘ࡯࡞ߩ߁ߜ 53 ࡕࠫࡘ࡯࡞߇ቢᚑߒ
ߡ޿ࠆߣ⸒ࠊࠇࠆ߇‫࠻ࡈ࡜࠼ߛ߹ޔ‬Ბ㓏ߩ߽ߩ‫ޔ‬ቇౝክᩏࠍ⚳߃࿖᳃ᢎ⢒⋭ߢክᩏਛߩ߽ߩ‫ޔ‬
࿖᳃ᢎ⢒⋭ߩክᩏࠍ⚻ߡ Board of Education ߩᛚ⹺ࠍᓧߚ߽ߩ‫ߣޔ‬⒳‫ߩޘ‬Ბ㓏ߦಽᢔߒߡ޿ࠆ‫ޕ‬
12 ᐕ↢↪ࡕࠫࡘ࡯࡞ߪోߡ࠼࡜ࡈ࠻૞ᚑߩᲑ㓏ߦ޽ࠅ‫ޔ‬2007 ᐕ 12 ᦬߹ߢߦ࿖᳃ᢎ⢒⋭ߦឭ಴
ߐࠇࠆ੍ቯߢ޽ࠆ‫ޕ‬
ߥ߅‫ߣ࡞࡯ࡒ࠭ࠗޔ‬᥉෸ᩞߢߪታ⠌ᯏེ߇⇣ߥࠆߩߢ‫ޔ‬2 ⒳㘃ߩ࠹ࠠࠬ࠻ࠍ૞ᚑߔࠆߣ޿߁
ߎߣߢ߽޽ࠆ‫ޕ‬12 ᐕ↢ߩࡕࠫࡘ࡯࡞࡮࠹ࠠࠬ࠻૞ᚑߩߚ߼‫ޔ‬ᛛⴚ⊛ߥቇ⠌ౝኈ߿ታ⠌ౝኈߥߤ
ߩᬌ⸛ߦᔅⷐߥᢎ᧚෸߮ᣂᛛⴚߩ⍮⼂ߥߤ‫ޔ‬ᣣᧄ஥ߩഥ⸒߇ᔅⷐߣߩߎߣߢ޽ࠆ‫ޕ‬వ⊒ᩞߦኻ
ߔࠆ 12 ᐕ↢↪ߩᢎຬ⎇ୃߪ 2008 ᐕᤐቄߦ⸘↹ߐࠇߡ߅ࠅ‫ ߚ߹ޔ‬12 ᐕ↢ߩ᝼ᬺߪ 2008 ᐕ 9 ᦬
߆ࠄ㐿ᆎߐࠇࠆ‫⁁ߥ߁ࠃߩߎޕ‬ᴫߩਛߢ‫ ࠍ࠻ࠬࠠ࠹ޔ‬2007 ᐕ 12 ᦬߹ߢߦ૞ᚑߔࠆߎߣ߇᳞߼
ࠄࠇߡ޿ࠆ‫ޕ‬
⥄േ೙ᓮቇ⑼ߩࡕࠫࡘ࡯࡞૞ᚑߪࠗ࠭ࡒ࡯࡞ᩞߩᢎຬ 15 ੱ߇ਛᔃߣߥߞߡㅴ߼ࠄࠇߡ޿ࠆ‫ޕ‬
ᰴ⴫ߦ␜ߔࠃ߁ߦ‫ ⚂ޔ‬30㧑߇ઁᩞߩදജࠍᓧߡḰ஻ߐࠇߚ‫ࡗࡦࠦޕ‬ᩞ╬ߩᡰេࠍᓧߡ૞ᚑߐࠇ
ߚ߽ߩߣ㓞ធቇ⑼ߢ૞ᚑߐࠇߚ߽ߩߩዉ౉ߢ޽ࠆ‫ޕ‬
⴫ ᐕ ᦬ᧃ⃻࿷ߩࡕࠫࡘ࡯࡞࡮࠹ࠠࠬ࠻૞ᚑ⁁ᴫ
ࠗ࠭ࡒ࡯
ࠗࠬࠠ࠹
㓞ធቇ⑼ߩ߽
ቇᐕ
ࠦࡦࡗᩞ
࡞ᩞ
ࠖ࡯࡞ᩞ
ߩࠍዉ౉
10 ᐕ↢‫ޔ‬11 ᐕ↢↪
45
7
1
19
12 ᐕ↢↪
15
6
ว⸘
60
13
ว⸘
72
21
1
19
93
⥄േ೙ᓮቇ⑼ߢߪᢎຬ↪ߩࡕࠫࡘ࡯࡞࡮ࠟࠗ࠼ࠍ૞ᚑߒߡ޿ߥ޿‫ޕ‬TTC ⎇ୃ↪ߩᢎ᧚߽੹ߩ
ߣߎࠈ↪ᗧߒߡ߅ࠄߕ‫ޔ‬ቇ↢↪ࡕࠫࡘ࡯࡞࡮࠹ࠠࠬ࠻ࠍេ↪ߒߡ޿ࠆ‫ߪ࠻ࠬࠠ࠹↪ୃ⎇ޕ‬૞ᚑ
ߔࠆᔅⷐ߇޽ࠆ߇‫⃻ޔ‬࿷ߪࡕࠫࡘ࡯࡞࡮࠹ࠠࠬ࠻૞ᚑߦኾᔨߒߡ߅ࠅ‫ޔ‬዁᧪ᤨ㑆߇ขࠇࠇ߫⎇
ୃ↪࠹ࠠࠬ࠻૞ᚑߦ⌕ᚻߒߚ޿ߣߩߎߣߢ޽ࠆ‫ޕ‬
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㧟㧙㧟 ᢎຬ⎇ୃ࠮ࡦ࠲࡯ߩ⃻⁁ߣ⺖㗴
㧟㧙㧟㧙㧝 ᢎຬ⎇ୃ࠮ࡦ࠲࡯ߩ⃻⁁
㧔㧝㧕㪫㪫㪚 ⚵❱
TTC ߪ‫⥄ޔ‬േ೙ᓮᛛⴚಽ㊁ߩᢎຬ⎇ୃࠍਥߚࠆ⋡⊛ߣߒߡ޿ࠆ‫ߦઁޕ‬㑐ㅪቇᩞ෸߮⚵❱ࠍኻ
⽎ߦ‫⥄ޔ‬േ೙ᓮಽ㊁ߩᦨᣂᛛⴚߩ⎇ୃ࡮࠮ࡒ࠽࡯ࠍⴕ߁⋡⊛߽ᜬߟ‫ޕ‬TTC ⸳⟎ߩߚ߼ߩᴺ઎ߪ
೙ቯߐࠇߡ߅ࠄߕ‫࡞࡯ࡒ࠭ࠗߪߢ⁁⃻ޔ‬ᩞߩ⚵❱ߩ৻ㇱߣߒߡ૏⟎ߠߌࠄࠇߡ޿ࠆ‫ޕ‬TTC ߩ⋡
⊛ࠍ⥄േ೙ᓮᛛⴚಽ㊁ߩ⎇ୃߦ೙㒢ߔࠆ 2007 ᐕ 1 ᦬ 22 ᣣઃߌ⋭ౝᢥᦠ㧔ઃዻ⾗ᢱ 10㧕߇޽ࠅ‫ޔ‬
ߎࠇ߇ TTC ࠍઁಽ㊁ߩᢎຬ⎇ୃߥߤߩ৻⥸⎇ୃߦ૶↪ߒߥ޿ᩮ᜚ߣߥߞߡ޿ࠆ‫ޕ‬TTC ߪࠗ࠭
ࡒ࡯࡞ᩞᣉ⸳ߩ৻ㇱߢ޽ࠆߚ߼‫❱⚵ߚߒ┙⁛ޔ‬ᒻᘒࠍขࠄߕ‫ޔ‬೽ᩞ㐳ߩ৻ੱ߇ߘߩㆇ༡▤ℂߦ
ᒰߚࠆ੍ቯߢ޽ࠆ‫ޕ‬೨ࡊࡠࠫࠚࠢ࠻ߦ߅޿ߡᣣᧄߢ⎇ୃࠍฃߌߚࠞ࠙ࡦ࠲࡯ࡄ࡯࠻ 16 ੱ߇⎇
ୃ⻠Ꮷߢ޽ࠆ‫࡞࡯ࡒ࠭ࠗޕ‬ᩞߩ᝼ᬺ߽ⴕ߁ߩߢ౗છߢ޽ࠆ‫ߩࠄࠇߎޔߚ߹ޕ‬ᢎຬߪ߶߷ోຬࡕ
ࠫࡘ࡯࡞૞ᚑߩᜂᒰ⠪ߢ߽޽ࠆ‫ޕ‬એ਄ߩ૕೙ߪ੹ᓟ߽⛽ᜬߔࠆ੍ቯߣߩ⺑᣿ࠍ࿖᳃ᢎ⢒⋭߆ࠄ
ฃߌߡ޿ࠆ‫ޕ‬ᢎຬੱ੐‫ୃ⎇ޔ‬੐ᬺߩ⸘↹‫ߩࠬ࡯ࠦୃ⎇ޔ‬૞ᚑ‫ޔ‬ጁୃౝኈߩᬌ⸛╬ߩᬺോ߇ⴕࠊ
ࠇࠆ㓙ߩ࿖᳃ᢎ⢒⋭‫࡞࡯ࡒ࠭ࠗޔ‬ᩞ㧔TTC㧕෸߮᥉෸ᩞߦࠃࠆ⚵❱⊛ߥ㑐ਈ޽ࠆ޿ߪߘࠇߙࠇ
ߩᚲ᝿ࠍ⴫ 5 ߦขࠅ߹ߣ߼ࠆ‫ޕ‬
㧔㧞㧕㪫㪫㪚 ᣉ⸳ߩᑪ⸳
TTC ᣉ⸳ߪ✚Ꮏ⾌ 1,850,000YTL㧔⚂ 1 ం 5 ජਁ౞㧕ߦࠃࠅ 2006 ᐕߦ┫Ꮏߒߚ‫ޕ‬7 㓏ᑪߡ㧔࿾
ਅ 2 㓏㧕ߢᑪ▽㕙Ⓧߪ⚂ 4,800 ট‫࡯࠽ࡒ࠮ޔ‬ቶ‫ޔ‬Ṷ⠌ቶࠍ஻߃ࠆ‫ ߦઁޕ‬60 ੱ↪ኋᴱᣉ⸳߇޽ࠆ‫ޕ‬
ᣉ⸳ౝߦߪࠦࡦࡇࡘ࡯࠲෸߮ኋᴱᣉ⸳ੲེ஻ຠ߇㈩஻ᷣߺߢ޽ࠆ‫ޕ‬2007 ᐕ 1 ᦬⃻࿷‫ޔ‬ฦṶ⠌ቶ
ߦ㈩஻ߔࠆᯏ᧚ߪ࿖᳃ᢎ⢒⋭ߦⷐ⺧ਛߢ޽ࠆ‫ޕ‬
㧔㧟㧕▤ℂㆇ༡
⎇ୃ੐ᬺࠍ⸘↹ߒታᣉߔࠆ਄ߢ‫࡞࡯ࡒ࠭ࠗޔ‬ᩞ TTC ߣ㑐ㅪᯏ㑐ߣߩ㑆ߦߪ⒳‫ߩޘ‬㑐ଥ߇↢ߓ
ࠆ‫ޕ‬㑐ㅪᯏ㑐ߦߪ‫ੱޔ‬੐߿੍▚㈩ಽࠍ᳿߼ࠆ࿖᳃ᢎ⢒⋭ߪ߽ߣࠃࠅ‫ޔ‬ᛛⴚ㕙ߢߩ࡝࠰࡯ࠬߣߥ
ࠆࠦࡦࡗᩞ߿ࠗࠬࠠ࠹ࠖ࡯࡞ᩞ╬ߩදജᩞ‫ߩୃ⎇ޔ‬ኻ⽎ߣߥࠆ᥉෸ᩞ‫ޔ‬዁᧪ᄐᦼ࠮ࡒ࠽࡯ࠍ੍
ቯߔࠆ㓞ធቇ⑼ࠍ᦭ߔࠆቇᩞߥߤ߇฽߹ࠇࠆ‫ޕ‬ᛛⴚ⡯ᬺᢎ⢒✚ዪߣࠗ࠭ࡒ࡯࡞ᩞઍ⴫⠪ߩදജ
ࠍᓧߡ‫ޔ‬㑐ㅪᯏ㑐ߩࡑ࠶ࡇࡦࠣࠍⴕߞߚ⚿ᨐࠍ࿑ 8 ߦ␜ߔ‫ޕ‬
2006 ᐕᐲߩ TTC ੍▚ߪ 266,800US$ߢ޽ߞߚ‫ޕ‬ኾࠄᯏ᧚⾌ߣ⸳஻⾌߆ࠄᚑࠆ‫⻠ޕ‬Ꮷߣߥࠆ⥄
േ೙ᓮቇ⑼ᢎຬߩੱઙ⾌ߪቇᩞߩ੍▚ߦ⸘਄ߐࠇߡ޿ࠆߩߢ‫ޔ‬TTC ߩਥߥㆇ༡੍▚⾌⋡ߪ‫ޔ‬ᣉ
⸳⛽ᜬ⾌‫ޔ‬శᾲ᳓⾌‫ޔ‬ഭോ⾌╬ߦߥࠆ‫࡞࡯ࡒ࠭ࠗޕ‬ᩞో૕ߢ 2006 ᐕᐲߦ‫ޔ‬㔚᳇ᢱ 47,500 YTL
㧔⚂ 380 ਁ౞㧕‫ޔ‬᳓㆏ᢱ 4,800 YTL㧔⚂ 38 ਁ౞㧕‫ޔ‬Άᴤ⾌╬ߢ 29,700 YTL㧔⚂ 240 ਁ౞㧕ࠍᡰ಴
ߒߡ޿ࠆ‫ޔߚ߹ޕ‬2007 ᐕᐲ੍▚ߣߒߡ‫ޔ‬㔚᳇ᢱ 90,000 YTL㧔⚂ 720 ਁ౞㧕‫ޔ‬᳓㆏ᢱ 8,000 YTL
㧔⚂ 64 ਁ౞㧕‫ޔ‬ᥦᚱ⾌╬ߢ 70,000 YTL㧔⚂ 560 ਁ౞㧕ࠍⷐ⺧ߒߡ޿ࠆ‫ୃ⎇ߦઁޕ‬੐ᬺ⾌㧔⎇ୃ
↢ߩᣏ⾌‫ޔ‬㘩ᢱ⾌㧕߇޽ࠆ߇‫ߪࠇߎޔ‬࿖᳃ᢎ⢒⋭߇⋥ធ੍▚ൻߒߡ޿ࠆ‫ޕ‬
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⴫ ᢎຬ⎇ୃ࠮ࡦ࠲࡯ߩㆇ༡ߣ㑐ଥᯏ㑐ߩᚲ᝿
ᚲ᝿
ᢎຬੱ੐
⚻Ᏹ੍▚㧔ᣉ⸳⛽
ᜬ㧕
㐿⊒੍▚㧔ᑪ⸳࡮⺞
㆐㧕
⚻Ᏹ੍▚㧔⎇ୃ੐
ᬺ㧕
৻⥸ᢎຬ⎇ୃߩ⸘
↹ߣታᣉ
⥄േ೙ᓮቇ⑼ᢎຬ
⎇ୃߩ⸘↹
⥄േ೙ᓮቇ⑼⎇ୃ
ࠦ࡯ࠬౝኈߩ૞ᚑ
⥄േ೙ᓮቇ⑼ߩጁ
ୃౝኈߩᬌ⸛ߣᡷ
⸓
࿖᳃ᢎ⢒⋭
ࠗ࠭ࡒ࡯࡞ᩞ࡮TTC
᥉෸ᩞ
x ቇ↢ᢙࠍ〯߹߃ߡ
ᢎຬߩቯຬࠍ᳿
ቯ‫ޕ‬
x ᢎຬߩណ↪ߣฦᩞ
߳ߩ㈩⟎ࠍⴕ߁‫ޕ‬
x ቯຬᨒࠍḩߚߔ౉ቇ↢
ߩ⏕଻ദജ‫ޕ‬
x TTC㧦 ࠗ ࠭ ࡒ ࡯ ࡞ ᩞ⥄
േ೙ᓮቇ⑼ᢎຬߩᨒౝ
ߢ⻠Ꮷߩ㒯ኈ߇᳿߼ࠄ
ࠇߡ޿ࠆ‫ޕ‬ዋᢙߛ߇ᄖ
ㇱ⻠Ꮷࠍ᜗⡜ߔࠆߎߣ
߽޽ࠆᮨ᭽‫ޕ‬
x శᾲ᳓⾌‫଻ޔ‬቞⛽ᜬ⾌
╬ߩ⚻Ᏹ੍▚ߩ↳⺧ࠍ
ⴕ߁‫ޕ‬
x TTC㧦 ࠗ ࠭ ࡒ ࡯ ࡞ ᩞߩ
৻ᣉ⸳ߣߒߡశᾲ᳓
⾌‫଻ޔ‬቞⛽ᜬ⾌ߩ੍▚
߇⏕଻ߐࠇࠆ‫ޕ‬
x TTC ߦᔅⷐߥᯏ᧚ࠍ↳
⺧ߔࠆ‫ޕ‬
x ቯຬᨒࠍḩߚߔ౉
ቇ↢ߩ⏕଻ദജ‫ޕ‬
x ↳⺧ߐࠇߚ੍▚ࠍ
ᩏቯߒ੍▚㗵ࠍ᳿
ቯ‫ޕ‬
x ቇ⑼ߩ᥉෸࡮⹺น
ߦ઻޿‫ޔ‬ᚲⷐᣉ⸳
ߩᑪ⸳╬ߩ⸘↹ࠍ
ቯ߼‫ޔ‬ታᣉߔࠆ‫ޕ‬
x ⎇ୃ੐ᬺߩ⸘↹ࠍ
〯߹߃ߡ੍▚ࠍ⏕
଻‫ޕ‬
x ⎇ୃ⺖㗴ࠍ৻⥸ᩞ
ᢎຬ߆ࠄ൐ࠅ‫ޔ‬Ფ
ᐕߩ⎇ୃ੐ᬺߩౝ
ኈߣቯຬᢙࠍ⸘↹
ߒ‫ߔ଻⏕ࠍ▚੍ޔ‬
ࠆ‫ޕ‬
x TTC ࠍ⥄േ೙ᓮቇ
⑼ኾ↪ߩ⎇ୃᣉ⸳
ߣߒߡ⏕଻‫ޕ‬
x ⥄േቇ⑼ᢎຬ⎇ୃ
ߩ੍▚ᨒࠍ⏕଻‫ޕ‬
x ࠗ࠭ࡒ࡯࡞ᩞߩࠗ
࠾ࠪࠕ࠴ࡉࠍዅ
㊀‫ޕ‬
x ࠗ࠭ࡒ࡯࡞ᩞߩࠗ
࠾ࠪࠕ࠴ࡉࠍዅ
㊀‫⹺ߥ⊛⚳ᦨޕ‬น
߿ ᛚ ⹺ ߪ ⋭ ߩ
Board of Education
߇ⴕ߁‫ޕ‬
x ੍▚ߢ⏕଻ߐࠇߚ⎇ୃ
ᣣᢙߦኻᔕߔࠆ⎇ୃࠦ
࡯ࠬࠍታᣉߔࠆ‫ޕ‬
x ৻⥸ᩞߣห᭽ߥ┙႐ߢ
৻⥸⎇ୃࠍฃߌࠆ‫ޕ‬
x ⃻࿷ߩߣߎࠈ TTC ߢߪ
৻⥸ᢎຬ⎇ୃ੐ᬺߪⴕ
ࠊࠇߡ޿ߥ޿‫ޕ‬
x
శᾲ᳓⾌‫଻ޔ‬቞⛽
ᜬ⾌╬ߩ⚻Ᏹ੍▚
ߩ↳⺧ࠍⴕ߁‫ޕ‬
x ቇ⑼ᢎ᧚ߩ㈩஻ࠍ
ฃߌࠆ‫ޕ‬ᢎ᧚઀᭽ߪ
ᧄ⋭߇⸘↹ߒߡ޿
ࠆ‫ޕ‬
x ᚲቯߩ⎇ୃ⸘↹ߦ
ኻᔕߒߡฃ⻠ߔࠆ
ᢎຬࠍផ⮈ߔࠆ‫ޕ‬
x ⎇ୃ੐ᬺߩታᣉߦ
ߟ޿ߡᏗᦸߔࠆౝ
ኈࠍ↳⺧ߔࠆ‫ޕ‬
x ੍▚ߢ⏕଻ߐࠇߚ⎇ୃ
ᣣᢙߦኻᔕߒߡ⎇ୃࠦ
࡯ࠬߩ࿁ᢙ߿ᦼ㑆ࠍ⸘
↹ߔࠆ‫ޕ‬
x ጁୃࡊࡠࠣ࡜ࡓߦㆡว
ߔࠆౝኈߢ⎇ୃࠦ࡯ࠬ
ࠍ⸘↹ߔࠆ‫ޕ‬
x දജᩞߣߣ߽ߦጁୃࡊ
ࡠࠣ࡜ࡓࠍ૞ᚑߒߚ‫ޕ‬
x 10 ᐕ↢㨪12 ᐕ↢ߩផ
ᅑࠞ࡝ࠠࡘ࡜ࡓࠍḰ
஻‫ޕ‬
x ࡕࠫࡘ࡯࡞࡮࠹ࠠࠬ࠻
ࠍ૞ᚑਛ‫ޕ‬
- 218 -
x
੐ᓟߦฃ⻠↢ߦࠃ
ࠆ⎇ୃࠦ࡯ࠬ⹏ଔ
ࠍⴕ߁‫ޕ‬
x ࠦࡦࡗᩞ╬දജᩞ
ߣߒߡጁୃࡊࡠࠣ
࡜ࡓ߿ࡕࠫࡘ࡯࡞
ߩᬌ⸛ߦදജߔࠆ
ቇᩞ߇޽ࠆ‫ޕ‬
- 219 -
㧟㧙㧟㧙㧞 ᢎຬ⎇ୃ࠮ࡦ࠲࡯ߩ⺖㗴
䉟䉵䊚䊷䊦ᩞ⥄േ೙ᓮቇ⑼ᢎຬ 16 ฬ䈱දജ䉕ᓧ䈩䇮⥄േ೙ᓮᛛⴚᢎ⢒䈱᥉෸䉕ਥ㗴䈫䈚䈩㑐ଥ⠪ಽ
ᨆ䈫໧㗴ಽᨆ䉕ⴕ䈇䇮䈠䈱⚿ᨐ䉕໧㗴♽࿑䋨ઃዻ⾗ᢱ 11䋩䈮ข䉍䉁䈫䉄䈢䇯
໧㗴♽࿑ߦ␜ߐࠇࠆࠃ߁ߦ‫࡞࡯ࡒ࠭ࠗޔ‬ᩞ TTC ߪ 2006 ᐕߦ⎇ୃ੐ᬺࠍ㐿ᆎߒߚ߫߆ࠅߢ‫ୃ⎇ޔ‬
⸘↹‫ޔ‬ᢎ᧚૞ᚑ‫❱⚵ޔ‬ㆇ༡૕೙ߩ㕙ߢ⒳‫⺖ߩޘ‬㗴ࠍᜬߟ‫ޔߚ߹ޕ‬એ਄ߦട߃ߡ‫ޔ‬࿖᳃ᢎ⢒⋭ߩ⺖
㗴ߢߪ޽ࠆ߇‫ޔ‬ኻ╷ߩታᣉ߇᳿߹ࠇ߫ TTC ߇ᜂᒰߔࠆߎߣߦߥࠆ⺖㗴ߣߒߡ‫ޔ‬ᣥ⺖⒟ߩ⥄േ೙ᓮ
ቇ⑼‫ޔ‬᥉෸ኻ⽎ߦ฽߹ࠇߥ޿ 5 ᩞ‫ޔ‬ᯏ᪾ቇ⑼‫ޔ‬㔚᳇㔚ሶቇ⑼‫ޔ‬ᖱႎᛛⴚቇ⑼ߥߤ⥄േ೙ᓮᛛⴚߩ
৻ㇱࠍጁୃ⑼⋡ߦᜬߟ㓞ធቇ⑼߳ߩኻಣߥߤ߇᜼ߍࠄࠇࠆ‫ ߣࠆߔ⚂ⷐࠍࠄࠇߎޕ‬TTC ߩ⺖㗴ߪએ
ਅߩࠃ߁ߦ␜ߐࠇࠆ‫ޕ‬
x Ṷ⠌↪ᯏ᧚ߩਇ⿷㧔⃻࿷ߪቇᩞߩ஻ຠࠍ૶↪㧕
x ⻠Ꮷ߇౗છߢ޽ࠆߎߣߦ⿠࿃ߔࠆᜂᒰ᝼ᬺߣߩᤨ㑆⊛㊀ⶄ
x ᥉෸ᩞߢ૶↪ߒߡ޿ࠆᢎ᧚㧔࿁〝ၮ᧼ߩ㘃㧕ߣߩ੕឵ᕈ
x ⎇ୃࠦ࡯ࠬߩㆇ༡૕೙
x ⎇ୃࠦ࡯ࠬߩ⹏ଔ૕೙
x ࡕࠫࡘ࡯࡞૞ᚑߩㆃᑧ㧔․ߦ 12 ᐕ↢↪㧕
‫࠻ࠬࠠ࠹↪ୃ⎇ޔ‬૞ᚑߩᧂ⌕ᚻ
x ⎇ୃ↪࠹ࠠࠬ࠻ߩ૞ᚑ
- 220 -
╙㧠┨ ࡊࡠࠫࠚࠢ࠻ᚢ⇛
㧠㧙㧝 ࡊࡠࠫࠚࠢ࠻ᚢ⇛ߩ᭎ⷐ
㧠㧙㧝㧙㧝 ࠕࡊࡠ࡯࠴ߩㆬᛯ
࠻࡞ࠦߦ߅ߌࠆ⥄േ೙ᓮᛛⴚᢎ⢒ߩ᥉෸‫ޔ‬ᒁ޿ߡߪ↥ᬺ⇇ߩ೙ᓮᛛ⢻⠪ੱ᧚㔛ⷐ߳ߩኻᔕߦะ
ߌߡ‫⋡ߩ࠻ࠢࠚࠫࡠࡊᧄޔ‬ᮡࠍࠗ࠭ࡒ࡯࡞ᩞߩ TTC ߦࠃࠆ⥄േ೙ᓮᛛⴚᢎ⢒ߩ⎇ୃ૕೙ߩᢛ஻ߦ
⟎ߊ‫⋡ޕ‬ᮡࠍ㆐ᚑߔࠆࠕࡊࡠ࡯࠴ߣߒߡ‫ޔ‬TTC ߦࠃࠆᢎຬ⎇ୃࠦ࡯ࠬߩ⸳⸘‫ޔ‬ታᣉ‫⹏ޔ‬ଔ෸߮ TTC
ߩ⚵❱ㆇ༡ߩᡷༀᒝൻࠍㆬቯߔࠆ‫ޕ‬
2005 ᐕ 9 ᦬߆ࠄవ⊒᥉෸ᩞߢ㐿ᆎߐࠇߚᣂ⺖⒟ߩ⥄േ೙ᓮቇ⑼ㆇ༡ߩߚ߼ߦ‫ޔ‬TTC ߢߪᣢߦ
2006 ᐕᒰೋߦᢎຬ⎇ୃ߇ታᣉߦ⒖ߐࠇߡ޿ࠆ‫ୃ⎇ߩⴕ⃻ޕ‬੐ᬺࠍᡷༀᒝൻߔࠆߣ౒ߦ‫⥄ޔ‬േ೙ᓮ
ᛛⴚᢎ⢒᥉෸ߩታ⃻น⢻ᕈࠍ㜞߼ࠆߚ߼ߦ‫ޔ‬ਛ㐳ᦼ⊛ⷞ㊁ߦ┙ߞߡ TTC ㆇ༡ߩᡷༀࠍ⋡ᜰߔ‫ޕ‬
㧠㧙㧝㧙㧞 ࡊࡠࠫࠚࠢ࠻ࠨࠗ࠻
ࠗ࠭ࡒ࡯࡞ᩞߩ TTC ߇ࡊࡠࠫࠚࠢ࠻ᵴേࠍⴕ߁ࠨࠗ࠻ߣߥࠆ‫ޕ‬TTC ߩᑪደ‫ޔ‬㔚᳇ᯏ᪾⸳஻ߪ߶
߷ 2006 ᐕߦ┫Ꮏᢛ஻ߐࠇߡ޿ࠆ‫ޕ‬
㧠㧙㧞 ࡊࡠࠫࠚࠢ࠻ߩታᣉ૕೙
㧠㧙㧞㧙㧝 ࡊࡠࠫࠚࠢ࠻ታᣉᯏ㑐
࿖᳃ᢎ⢒⋭ߩᛛⴚ⡯ᬺᢎ⢒✚ዪ㐳߇ᧄࡊࡠࠫࠚࠢ࠻ߩ✚᜝⽿છ⠪ߢ޽ࠆ‫ޕ‬หዪߪਃㇱ㐷ߦಽ߆
ࠇߡ߅ࠅ‫ߩߜ߁ߩߘޔ‬ᢎຬߩ৻⥸⎇ୃ╬ࠍᜂᒰߔࠆㇱ㐷ߩ㐳߇ࡊࡠࠫࠚࠢ࠻ߩㆇ༡⽿છ⠪ߣߥࠅ‫ޔ‬
߹ߚࠗ࠭ࡒ࡯࡞ᩞ㐳߇‫࠻ࠢࠚࠫࡠࡊޔ‬ታᣉߦ㓙ߒ▤ℂ෸߮ᛛⴚ㕙ߩ⽿છࠍᜬߟ‫ ߪߢ⁁⃻ޕ‬TTC ߪ
ࠗ࠭ࡒ࡯࡞ᩞߩ৻ㇱߢ޽ߞߡ‫ߚߒ┙⁛ޔ‬ㆇ༡⚵❱ࠍᜬߞߡ޿ߥ޿‫ޕ‬
ࡊࡠࠫࠚࠢ࠻ߦ㑐ଥߔࠆฦᯏ㑐ߩ⺞ᢛ෸߮ද⼏ߩߚ߼ߦวห⺞ᢛᆔຬળࠍ⸳⟎ߔࠆ‫ޕ‬ਥⷐߥ᭴
ᚑຬߪ‫ޔ‬࿖᳃ᢎ⢒⋭ᧄ⋭㑐ଥ⠪‫࡞࡯ࡒ࠭ࠗޔ‬ᩞ㐳‫ޔ‬೽ᩞ㐳㧔TTC ߩ▤ℂ⽿છ⠪ߣߥࠆ੍ቯ㧕
‫ޔ‬࿖ኅ
⸘↹ᐡ㧔State Planning Organization: SPO㧕߅ࠃ߮ᣣᧄ஥㑐ଥᯏ㑐ߢ޽ࠆ‫ޕ‬
㧠㧙㧞㧙㧞 ࠞ࠙ࡦ࠲࡯ࡄ࡯࠻ߩ㈩⟎
䊃䊦䉮஥䈏㈩⟎䈜䉎ᧄ䊒䊨䉳䉢䉪䊃䈱▤ℂⷐຬ෸䈶 TTC 䈱⎇ୃ⻠Ꮷ䈏䉦䉡䊮䉺䊷䊌䊷䊃䈫䈭䉎䇯
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╙㧡┨ ࡊࡠࠫࠚࠢ࠻ߩၮᧄ⸘↹
㧡㧙㧝 ਄૏⋡ᮡ
㧔㧝㧕ࠬ࡯ࡄ࡯ࠧ࡯࡞
ⷐ⚂
⥄േ೙ᓮᛛⴚߩᛛ⢻⠪߇⢒ᚑߐࠇ‫↥ࠦ࡞࠻ޔ‬ᬺ࠮ࠢ࠲࡯ߩੱ᧚㔛ⷐ߇⋧ᒰ⒟ᐲ
ల⿷ߐࠇࠆ‫ޕ‬
㆐ᚑᜰᮡ
⥄േ೙ᓮቇ⑼තᬺ↢ XX ੱ߇㑐ㅪᎿ႐ߦዞ⡯ߔࠆ‫ޕ‬
㧔㧞㧕਄૏⋡ᮡ
ⷐ⚂
᥉෸ᩞߦ߅޿ߡ‫⥄ޔ‬േ೙ᓮᛛⴚߩ⡯ᬺᢎ⢒⸠✵߇᦭ലߦታᣉߐࠇࠆ‫ޕ‬
㆐ᚑᜰᮡ
ᐕ㑆 XX ੱߩቇ↢߇⥄േ೙ᓮቇ⑼ࠍතᬺߔࠆ‫ޕ‬
㧡㧙㧞 ࡊࡠࠫࠚࠢ࠻⋡ᮡ
ⷐ⚂
TTC ߦ߅ߌࠆᢎຬ⎇ୃ೙ᐲ߇⏕┙ߐࠇࠆ‫ޕ‬
㆐ᚑᜰᮡ
(1) ⎇ୃࠦ࡯ࠬߦ㑐ߔࠆᜰᮡ
Ԙ ⎇ୃฃ⻠⠪ߩ߁ߜ‫ޔ‬
XX㧑એ਄߇⥄േ೙ᓮቇ⑼ߩ᝼ᬺߦ TTC ߩ⎇ୃ߇ታ㓙ߦ
ᓎ┙ߟߣ⹏ଔߔࠆ‫ޕ‬
ԙ ฃ⻠↢ߩ XX㧑߇⎇ୃࠦ࡯ࠬࠍ⚳ੌߔࠆ‫ޕ‬
Ԛ ⎇ୃୃੌ⹜㛎ߩᐔဋὐ
(2) TTC ⚵❱ㆇ༡ߦ㑐ߔࠆᜰᮡ
Ԙ ᢎຬ⎇ୃࠦ࡯ࠬߩ▤ℂᚻ㗅߇⸳ߌࠄࠇࠆ‫ޕ‬
ԙ ⎇ୃࠦ࡯ࠬߩ⸘↹࿁ᢙߦኻߔࠆታᣉ࿁ᢙ
(3) 㐳ᦼㆇ༡⸘↹ߦ㑐ߔࠆᜰᮡ
Ԛ TTC 㐳ᦼㆇ༡⸘↹߇࿖᳃ᢎ⢒⋭ߦࠃࠅ⹺߼ࠄࠇࠆ‫ޕ‬
㧡㧙㧟 ᚑᨐߣᵴേ
TTC ߩ⎇ୃ੐ᬺߦߟ޿ߡ‫ޔ↹⸘ޔ‬ታᣉ‫⹏ޔ‬ଔ෸߮㐳ᦼㆇ༡⸘↹ߩ૞ᚑߣ‫ޔ‬㆐ᚑߔߴ߈ᚑᨐࠍ 4
ઙ⸘↹ߔࠆ‫ޕ‬
ᚑᨐ㧝
TTC ߩᢎຬ⎇ୃ⸘↹߇╷ቯߐࠇࠆ‫ޕ‬
㆐ᚑᜰᮡ
Ԙ ᢎຬ⎇ୃࠦ࡯ࠬ
ԙ ⎇ୃ↪࠹ࠠࠬ࠻ᢙ
ᵴേ㧦
1-1 ᥉෸ᩞߩ⥄േ೙ᓮቇ⑼ߩ⃻⁁ߦߟ޿ߡ‫⺞ࡦࠗ࡜ࠬ࡯ࡌޔ‬ᩏࠍⴕ߁‫ޕ‬
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1-2 TTC ߩㆇ༡૕೙ࠍ⷗⋥ߔ‫ޕ‬
1-3 ⃻ⴕߩਛᦼᢎຬ⎇ୃ⸘↹㧔2006-2011㧕ࠍᡷ⸓ߔࠆ‫ޕ‬
1-4 ࡕࠫࡘ࡯࡞࡮࠹ࠠࠬ࠻㧔ᢎ⑼ᦠߦ⋧ᒰߔࠆ߽ߩ㧕ࠍ૞ᚑߔࠆ‫ޕ‬
1-5 ᢎຬ⎇ୃࠦ࡯ࠬࠍ⸳ቯߔࠆ‫ޕ‬
1-6 ᢎຬ⎇ୃ↪࠹ࠠࠬ࠻ࠍ૞ᚑߔࠆ‫ޕ‬
ᚑᨐ 2
TTC ߩᢎຬ⎇ୃࠦ࡯ࠬ߇ታᣉߐࠇࠆ‫ޕ‬
㆐ᚑᜰᮡ
ᢎຬ⎇ୃࠦ࡯ࠬߩታᣉ࿁ᢙ
ᵴേ㧦
2-1 ᢎຬ⎇ୃ࠮ࡦ࠲࡯ߦታ⠌ᯏ᧚ࠍᢛ஻ߔࠆ‫ޕ‬
2-2 ⎇ୃฃ⻠⠪ߦኻߔࠆ੐೨⺑᣿ࠍታᣉߔࠆ‫ޕ‬
2-3 ᢎຬ⎇ୃࠦ࡯ࠬࠍታᣉߔࠆ‫ޕ‬
2-4 ⥄േ೙ᓮቇ⑼ߩㆇ༡ߦ㑐ߔࠆ࠮ࡒ࠽࡯ࠍታᣉߔࠆ‫ޕ‬
ᚑᨐ 3
TTC ߩᢎຬ⎇ୃࠦ࡯ࠬ߇⹏ଔߐࠇࠆ‫ޕ‬
㆐ᚑᜰᮡ
x
ᢎຬ⎇ୃࠦ࡯ࠬߩ⹏ଔ߇ XX ࿁ታᣉߐࠇࠆ‫ޕ‬
x
᥉෸ᩞߦ߅ߌࠆࡕ࠾࠲࡝ࡦࠣ߇ XX ࿁ታᣉߐࠇࠆ‫ޕ‬
ᵴേ㧦
3-1 ᢎຬ⎇ୃࠦ࡯ࠬߩ⹏ଔၮḰ෸߮⹏ଔᚻᴺࠍ⸳ቯߔࠆ‫ޕ‬
3-2 ᢎຬ⎇ୃࠦ࡯ࠬߦኻߔࠆ⹏ଔࠍㆡಾߦታᣉߔࠆ‫ޕ‬
3-3 ᥉෸ᩞߦ߅ߌࠆ⥄േ೙ᓮቇ⑼ߩ᝼ᬺ෸߮ㆇ༡ߦ㑐ߒ‫ޕ߁ⴕࠍࠣࡦ࡝࠲࠾ࡕޔ‬
3-4 ᢎຬ⎇ୃࠦ࡯ࠬ߅ࠃ߮⎇ୃ࠹ࠠࠬ࠻ߩ⷗⋥ߒࠍⴕ߁‫ޕ‬
ᚑᨐ 4
TTC ߩ⸘↹╷ቯ⢻ജ߇ᒝൻߐࠇࠆ‫ޕ‬
㆐ᚑᜰᮡ
TTC ߩ㐳ᦼㆇ༡⸘↹߇૞ᚑߐࠇࠆ‫ޕ‬
ᵴേ㧦
4-1 TTC ߩਛ㐳ᦼ⊛ᓎഀࠍ․ቯߔࠆ‫ޕ‬
4-2 TTC ߩ㐳ᦼㆇ༡⸘↹ࠍ૞ᚑߔࠆ‫ޕ‬
㧡㧙㧠 ᵴേ⸘↹㧔21㧕
ࡊࡠࠫࠚࠢ࠻ߩታᣉᦼ㑆ࠍ⚂ 3 ᐕߣߒߚ‫࠻ࠢࠚࠫࡠࡊޕ‬ታᣉ⸘↹㧔PO㧕ࠍઃዻ⾗ᢱ 2 ߦ␜ߔ‫ޕ‬
㧡㧙㧡 ᛩ౉
㧡㧙㧡㧙㧝 ࠻࡞ࠦ஥ᛩ౉
ࡊࡠࠫࠚࠢ࠻ᵴേߪ࠻࡞ࠦ஥ߦࠃߞߡㅴ߼ࠄࠇࠆ‫࡞࡯ࡒ࠭ࠗޕ‬ᩞߦ߅޿ߡࠞ࠙ࡦ࠲࡯ࡄ࡯࠻ࠍ‫ޔ‬
߹ߚหᩞߣ࿖᳃ᢎ⢒⋭ߦ▤ℂⷐຬࠍ‫ࠇߙࠇߘޔ‬ᔅⷐᢙ㈩⟎ߔࠆ‫⥄ࠆ޽ߢ࠻࡯ࡄ࡯࠲ࡦ࠙ࠞޕ‬േ೙
- 223 -
ᓮቇ⑼ߩᢎຬߪ‫ޔ‬ᢎຬ⎇ୃߩઁߦหቇ⑼ߩቇ↢ࠍኻ⽎ߣߒߚ᝼ᬺ߽ᜂᒰߒߡ޿ࠆߎߣ߆ࠄ‫࠭ࠗޔ‬
ࡒ࡯࡞ᩞ㐳ߪᔅⷐߦᔕߓߡᢎຬࠍჇຬߒ‫⽶ߩ࠻࡯ࡄ࡯࠲ࡦ࠙ࠞޔ‬ᜂࠍシᷫߔࠆ‫ޕ‬
ࡊࡠࠫࠚࠢ࠻ታᣉߦᔅⷐߥ੐ോቶ‫ޔ‬ੲེ஻ຠ‫⋥ޔ‬ㅢ㔚⹤‫ޔ‬㔚Ḯ⸳஻ࠍ TTC ߦ⸳ߌࠆ‫✵⸠ޕ‬ᵴേ
ߦᔅⷐߥၮᧄ⊛⸳஻࡮ᯏ᧚ࠍḰ஻ߔࠆ‫ޕ‬ᢎຬ⎇ୃ੐ᬺ⾌ࠍ฽߻ࡊࡠࠫࠚࠢ࠻ㆇ༡⚻⾌ࠍ⽶ᜂߔࠆ‫ޕ‬
㧡㧙㧡㧙㧞 ᣣᧄ஥ᛩ౉
ᣣᧄ஥ߪ‫ࠦ࡞࠻ޔ‬஥ߦࠃߞߡㅴ߼ࠄࠇࠆࡊࡠࠫࠚࠢ࠻ᵴേࠍᡰេߔࠆ‫࠻ࠢࠚࠫࡠࡊޕ‬ᵴേߪ‫ޔ‬
࠻࡞ࠦ஥ߦࠃߞߡ૞ᚑߐࠇߚ⥄േ೙ᓮቇ⑼ጁୃࡊࡠࠣ࡜ࡓ෸߮࠻࡞ࠦ஥ߦࠃߞߡ⺞㆐ߐࠇߚᯏ᧚
ࠍ↪޿ߡⴕࠊࠇࠆ‫ߪ࠻ࠢࠚࠫࡠࡊᧄޕ‬⍴ᦼኾ㐷ኅᵷ㆜ࠍਛᔃߣߔࠆ߇‫ޔ‬ᵷ㆜ಽ㊁෸߮ੱຬᢙߪᬌ
⸛ਛߢ޽ࠆ‫ޕ‬ᯏ᧚⺞㆐ߪਥߦ࠻࡞ࠦ஥ߦࠃߞߡⴕࠊࠇ‫࠻ࠢࠚࠫࡠࡊޔ‬ታᣉߩᔅⷐߦᔕߓߡ‫ޔ‬TTC
ߩ⃻᦭ᯏ᧚ࠍᣣᧄ஥ߢ⵬⿷ߔࠆ‫࠻ࠢࠚࠫࡠࡊޕ‬ㆇ༡⚻⾌ߪਥߦ࠻࡞ࠦ஥ߦࠃߞߡ⾔ࠊࠇࠆ߽ߩߩ‫ޔ‬
ᔅⷐߦᔕߓ৻ㇱ⽶ᜂߔࠆ‫ޕ‬
㧡㧙㧢 ᄖㇱ᧦ઙ෸߮೨ឭ᧦ઙ
㧡㧙㧢㧙㧝 ᄖㇱ᧦ઙ
㧔㧝㧕ᚑᨐ㆐ᚑߩߚ߼ߩᄖㇱ᧦ઙ
x ᥉෸ᩞ⥄േ೙ᓮቇ⑼䈱ᢎຬ䈏ᔅⷐ䈭ᤨᦼ䉁䈪䈮ណ↪䈘䉏䉎䇯
㧔㧞㧕ࡊࡠࠫࠚࠢ࠻⋡ᮡ㆐ᚑߩߚ߼ߩᄖㇱ᧦ઙ
x 䉦䉡䊮䉺䊷䊌䊷䊃䈏 TTC 䈮ቯ⌕䈜䉎䇯
㧡㧙㧢㧙㧞 ೨ឭ᧦ઙ
x TTC 䈱ᚲⷐ੍▚䈏ㆡಾ䈮㈩Ꮣ䈘䉏䉎䈖䈫䇯
x 䉦䉡䊮䉺䊷䊌䊷䊃䈏ᚲⷐຬᢙಽ㈩ዻ䈘䉏䉎䈖䈫䇯
- 224 -
╙㧢┨ ࡊࡠࠫࠚࠢ࠻ߩታᣉᅷᒰᕈ
㧢㧙㧝 ᅷᒰᕈ
ᧄࡊࡠࠫࠚࠢ࠻ߩᅷᒰᕈߪ‫ޔ‬એਅߩὐ߆ࠄ㜞޿ߣ⠨߃ࠄࠇࠆ‫ޕ‬
x ࠻࡞ࠦ᡽ᐭߩਛᦼ㐿⊒⸘↹
2007㨪2009 ᐕߦ߅޿ߡ‫⾗⊛ੱޔ‬Ḯߩ㐿⊒ࠍㅢߓߚ㓹↪ᯏળߩჇᄢ
ߪ‫ޔ‬ਛᦼ㐿⊒⸘↹ߩਥⷐㇱಽߣߒߡ᣿⏕ߦ૏⟎ઃߌࠄࠇߡ޿ࠆ‫ޕ‬
x ⵾ㅧᬺㇱ㐷ߩੱ᧚࠾࡯࠭ߦ㑐ߔࠆฦ⒳⺞ᩏߦࠃࠅ‫ޔ‬೙ᓮᛛⴚࠍ஻߃ߚੱ᧚ߩਇ⿷߇ᜰ៰ߐࠇߡ
޿ࠆߎߣ߆ࠄ‫⥄ޔ‬േ೙ᓮቇ⑼ߩᢎຬ⎇ୃࠍⴕ߁ᧄࡊࡠࠫࠚࠢ࠻ߪ‫⵾ࠦ࡞࠻ޔ‬ㅧᬺߩੱ᧚࠾࡯࠭
ߦว⥌ߒߚ߽ߩߣ޿߃ࠆ‫ޕ‬
x TTC ߪ 2006 ᐕࠃࠅᢎຬ⎇ୃࠍታᣉߒߡ޿ࠆ߽ߩߩ‫ᧂߩ࠻ࠬࠠ࠹↪ୃ⎇ޔ‬૞ᚑ‫ߩࠬ࡯ࠦୃ⎇ޔ‬
ㆇ༡૕೙ߩᧂᢛ஻‫⹏ߩࠬ࡯ࠦୃ⎇ޔ‬ଔᚻᴺߩᧂᢛ஻╬ߩ໧㗴ὐ߇᜼ߍࠄࠇߡ޿ࠆߚ߼‫ࡠࡊᧄޔ‬
ࠫࠚࠢ࠻ߦࠃࠅ TTC ߩ⎇ୃታᣉ૕೙ࠍ⏕┙ߔࠆߎߣߪ‫ ࠆ޽ߢࡊ࡯࡞ࠣ࠻࠶ࠥ࡯࠲ޔ‬TTC ⎇ୃ
⻠Ꮷߩ࠾࡯࠭ߦว⥌ߒߡ޿ࠆ‫ޕ‬
x ᧄࡊࡠࠫࠚࠢ࠻ߪ‫ޔ‬JICA ࿖೎੐ᬺታᣉ⸘↹ߩេഥ㊀ὐಽ㊁‫ޟ‬ਛㅴ࿖ߦ߻ߌߚੱ᧚⢒ᚑ‫ߦޠ‬૏⟎
ߠߌࠄࠇࠆ‫ޕ‬
㧢㧙㧞 ᦭ലᕈ
ᧄࡊࡠࠫࠚࠢ࠻ߪ‫ޔ‬એਅߩℂ↱߆ࠄ᦭ലᕈ߇⷗ㄟ߹ࠇࠆ‫ޕ‬
x ᧄࡊࡠࠫࠚࠢ࠻ߪ TTC ߦ߅ߌࠆ⎇ୃࠪࠬ࠹ࡓ⏕┙ࠍࡊࡠࠫࠚࠢ࠻⋡ᮡߣߒߡ޿ࠆ߇‫ޔ‬ห⋡ᮡߦ
㑐ߔࠆᜰᮡߣߒߡ‫ޔ‬ᢎຬ⎇ୃࠦ࡯ࠬߦ㑐ߔࠆᜰᮡߩઁ‫࡯࠲ࡦ࠮ޔ‬ㆇ༡ߦ㑐ߔࠆᜰᮡ‫ޔ‬㐳ᦼㆇ༡
⸘↹ߦ㑐ߔࠆᜰᮡ߇⸳ߌࠄࠇߡ޿ࠆߚ߼‫⋡࠻ࠢࠚࠫࡠࡊޔ‬ᮡߪ᣿⏕ߦ⸳ቯߐࠇߡ޿ࠆ‫ޕ‬
x ᧄࡊࡠࠫࠚࠢ࠻ߪ‫ޔ‬ᢎຬ⎇ୃ⸘↹ߩ૞ᚑ෸߮ታᣉ‫⹏ޔ‬ଔࠍㅢߓߡ‫ୃ⎇࡯࠲ࡦ࠮ޔ‬ታᣉ૕೙ࠍ⏕
┙ߔࠆઁ‫࡯࠲ࡦ࠮ޔ‬㐳ᦼㆇ༡⸘↹ߩ૞ᚑࠍㅢߓߡ‫╷↹⸘࡯࠲ࡦ࠮ޔ‬ቯᯏ⢻ࠍᒝൻߔࠆߎߣ߆ࠄ‫ޔ‬
ࡊࡠࠫࠚࠢ࠻⋡ᮡࠍ㆐ᚑߔࠆߚ߼ߦචಽߥࠕ࠙࠻ࡊ࠶࠻߇ቯ߼ࠄࠇߡ޿ࠆ‫ޕ‬
㧢㧙㧟 ല₸ᕈ
ᧄࡊࡠࠫࠚࠢ࠻ߪ‫ޔ‬એਅߩℂ↱߆ࠄല₸⊛ታᣉ߇⷗ㄟ߹ࠇࠆ‫ޕ‬
x TTC ᑪ⸳෸߮ᯏ᧚⺞㆐‫ޔ‬᥉෸ᩞߦ߅ߌࠆ⥄േ೙ᓮቇ⑼ߩᯏ᧚⺞㆐ߪ‫ࠦ࡞࠻ޔ‬᡽ᐭߩ⥄࿖੍▚ߢ
ㅴ߼ࠄࠇߡ߅ࠅ‫ୃ⎇ߚ߹ޔ‬ฃ⻠⠪ߩᣏ⾌╬‫ୃ⎇ޔ‬ታᣉ⚻⾌ߪหߓߊ࠻࡞ࠦ᡽ᐭߩ⥄࿖੍▚ߢ⾔
ࠊࠇߡ޿ࠆߚ߼‫࠻ࠢࠚࠫࡠࡊޔ‬ᵴേߩߚ߼ߩ࠻࡞ࠦ஥ߩᛩ౉ߪㆡಾߦⴕࠊࠇࠆߣ⷗ㄟ߹ࠇࠆ‫ޕ‬
x ᧄࡊࡠࠫࠚࠢ࠻ߢ㈩⟎ߐࠇࠆࠞ࠙ࡦ࠲࡯ࡄ࡯࠻ߪ‫ޔ‬೨ࡊࡠࠫࠚࠢ࠻ߦ߅޿ߡ⥄േ೙ᓮᛛⴚߦ㑐
ߔࠆᛛⴚ⒖ォࠍᣣᧄੱኾ㐷ኅ߆ࠄฃߌߡ޿ࠆߚ߼‫ޔ‬೨ࡊࡠࠫࠚࠢ࠻ࠃࠅ߽ዋߥ޿ᣣᧄ஥ߩᛩ౉
ߢࡊࡠࠫࠚࠢ࠻ᵴേߩታᣉ߇น⢻ߣ⷗ㄟ߹ࠇࠆ‫ޕ‬
x ࿖᳃ᢎ⢒⋭ߦࠃࠅ‫ޔ‬᥉෸ᩞ⥄േ೙ᓮቇ⑼ߩᢎຬߪᔅⷐੱᢙ㓹↪ߐࠇߡ޿ࠆߚ߼‫ޔ‬ᚑᨐ㆐ᚑߩߚ
߼ߩᄖㇱ᧦ઙ‫⥄ޟ‬േ೙ᓮቇ⑼ߩᢎຬ߇ㆡᤨ㈩⟎ߐࠇࠆ‫ߪޠ‬ḩߚߐࠇࠆ⷗ㄟߺߢ޽ࠆ‫ޕ‬
㧢㧙㧠 ࠗࡦࡄࠢ࠻
ᧄࡊࡠࠫࠚࠢ࠻ߩࠗࡦࡄࠢ࠻ߪ‫ޔ‬એਅߩߣ߅ࠅ੍᷹ߐࠇࠆ‫ޕ‬
x ᧄࡊࡠࠫࠚࠢ࠻ߪ‫ޔ‬᥉෸ᩞߩ⥄േ೙ᓮቇ⑼ᢎຬ⚂ 300 ฬࠍኻ⽎ߦᢎຬ⎇ୃࠍታᣉߔࠆߎߣࠍਥ
ߥ⋡⊛ߣߒߡ޿ࠆ߇‫⥄ޔ‬േ೙ᓮቇ⑼ߩ㓞ធቇ⑼ߢ޽ࠆᯏ᪾ቇ⑼‫ޔ‬㔚᳇ቇ⑼‫࠲࡯ࡘࡇࡦࠦޔ‬ቇ⑼
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╬ߩᢎຬࠍኻ⽎ߣߒߚ⍴ᦼ࠮ࡒ࠽࡯߽ⴕ߁‫ޕ‬
x ࠻࡞ࠦߪ‫ߩ╬࡞࡯ࡒ࠭ࠗޔ࡞࡯ࡉࡦ࠲ࠬࠗޔ‬ᄢㇺᏒࠍ᦭ߒ‫ޔ‬EU ⻉࿖ߣߩ⚿߮ߟ߈߇ᒝߊ໡Ꮏ
ᬺߩ⊒ዷ߇⪺ߒ޿⷏ㇱ࿾ၞߣ‫ޔ‬ጊጪ࿾Ꮺߢ⚻ᷣ㐿⊒߆ࠄขࠅᱷߐࠇߚ᧲ㇱ࿾ၞߣߩ㑆ߢᄢ߈ߥ
⚻ᷣᩰᏅ߇޽ࠆ‫᧲ޔߪ࠻ࠢࠚࠫࡠࡊᧄޕ‬ㇱ࿾ၞࠍ฽߼‫ోࠦ࡞࠻ޔ‬࿖߆ࠄㆬቯߐࠇߚ᥉෸ᩞ 20
ᩞߦ߅ߌࠆ⥄േ೙ᓮቇ⑼⸳┙ࠍᡰេߔࠆߎߣ߆ࠄ‫ࠦ࡞࠻ޔ‬࿖ౝߩ࿾ၞ㑆ᩰᏅᤚᱜߦ߽⽸₂ߔࠆ
߽ߩߣ⷗ㄟ߹ࠇࠆ‫ޕ‬
㧢㧙㧡 ⥄┙⊒ዷᕈ
ᧄࡊࡠࠫࠚࠢ࠻ߩ⥄┙⊒ዷᕈߪ‫ޔ‬એਅߩℂ↱߆ࠄ㜞޿ߣ⠨߃ࠄࠇࠆ‫ޕ‬
x ࠻࡞ࠦ࿖᳃ᢎ⢒⋭ߪ‫⥄ޔ‬࿖੍▚ߢ TTC ᑪ⸳‫ޔ‬᥉෸ᩞߦ߅ߌࠆ⥄േ೙ᓮቇ⑼ߩᯏ᧚⺞㆐ࠍㅴ߼‫ޔ‬
2006 ᐕߦᢎຬ⎇ୃࠍ⁛⥄ߦ㐿ᆎߒߡ޿ࠆߎߣ߆ࠄ‫ޔ‬ห⋭ߪᧄࡊࡠࠫࠚࠢ࠻ߦᒝ޿ࠗ࠾ࠪࠕ࠹ࠖ
ࡉࠍ᦭ߒߡ޿ࠆ‫ޕ‬
x ᧄࡊࡠࠫࠚࠢ࠻ߦ߅޿ߡ‫ޔ‬ᣣᧄੱኾ㐷ኅߪ‫࠻ࠬࠠ࠹࡮࡞࡯ࡘࠫࡕޔ‬෸߮ᢎຬ⎇ୃ↪࠹ࠠࠬ࠻૞
ᚑ෸߮࠮ࡦ࠲࡯ㆇ༡ߦ㑐ߔࠆഥ⸒╬‫ࠦ࡞࠻ޔ‬஥ߦࠃࠆࡊࡠࠫࠚࠢ࠻ᵴേߩ஥㕙ᡰេࠍⴕ߁ߚ߼‫ޔ‬
࠻࡞ࠦ஥ߩࠝ࡯࠽࡯ࠪ࠶ࡊߪ⏕଻ߐࠇߡ޿ࠆ‫ޕ‬
㧢㧙㧢 ⚿⺰
2001 ᐕ߆ࠄ 2006 ᐕߦ߆ߌߡᣣᧄߩදജߦࠃࠅࠕ࠽࠻࡝ࠕᎿᬺ㜞ᩞࠗ࠭ࡒ࡯࡞ᩞߦ⸳┙ߐࠇߚ⥄
േ೙ᓮቇ⑼ࠍ‫ࠦ࡞࠻ޔ‬࿖ౝߩઁߩ 20 ᩞߦ᥉෸ߔࠆߎߣࠍ⋡⊛ߣߒߡ‫ࡒ࠭ࠗޔߪ࠻ࠢࠚࠫࡠࡊᧄޔ‬
࡯࡞ᩞߦᣂ⸳ߐࠇߚᢎຬ⎇ୃ࠮ࡦ࠲࡯ߦ߅ߌࠆ⥄േ೙ᓮቇ⑼ߩᢎຬ⎇ୃࠍᒝൻߔࠆ߽ߩߢ޽ࠆ‫ޕ‬
ᧄࡊࡠࠫࠚࠢ࠻ߪ‫⵾ߩࠦ࡞࠻ޔ‬ㅧᬺࠍᡰ߃ࠆੱ᧚⢒ᚑࠍᡰេߔࠆὐߦ߅޿ߡ‫ߩࠦ࡞࠻ޔ‬࿖ኅ᡽╷
਄ߩ㊀ὐ⺖㗴ߦᔕ߃ࠆ߽ߩߢ޽ࠅ‫ߚ߹ޔ‬ᣣᧄߦࠃࠆදജߩᚑᨐࠍ᜛ᄢ᥉෸ߔࠆᗧ๧߆ࠄ߽‫ޔ‬ታᣉ
ߩᅷᒰᕈߪᭂ߼ߡ㜞޿‫ޕ‬
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╙㧣┨ ࡕ࠾࠲࡝ࡦࠣߣ⹏ଔ
㧣㧙㧝 ࡊࡠࠫࠚࠢ࠻ࡑࡀࠫࡔࡦ࠻਄ߩ⇐ᗧὐ
㧔㧝㧕 ᢎຬ⎇ୃߩౝኈߦߟ޿ߡ
TTC ߢߪ੹ߩߣߎࠈ‫ޔ‬ਥߦࡕࠫࡘ࡯࡞㧔࠹ࠠࠬ࠻㧕ߩౝኈ⺑᣿߿ታ⠌ᯏེߩ૶↪ᴺߦߟ޿ߡ⎇
ୃࠍⴕߞߡ޿ࠆ߇‫ޔ‬ᢎ⢒⑼ቇߦၮߠ޿ߚᢎ᝼ᴺ߿ᢎ᧚㐿⊒ᴺ╬ߦߟ޿ߡ߽⎇ୃߦขࠅ౉ࠇࠆᔅⷐ
߇ߥ޿߆ᬌ⸛߇ᔅⷐ‫ޔߚ߹ޕ‬3 ࡩ᦬ߩ⎇ୃᦼ㑆߇ᅷᒰ߆ᬌ⸛߇ᔅⷐߢ޽ࠆ‫ޕ‬
㧔㧞㧕 ࠗ࠭ࡒ࡯࡞ᩞߣ᥉෸ᩞߩᯏ᧚ߩ⋧㆑ߦߟ޿ߡ
ࠗ࠭ࡒ࡯࡞ᩞߦߪ‫ޔ‬೨ࡊࡠࠫࠚࠢ࠻ߦࠃࠅᣣᧄ⵾ᯏ᧚߇ਥߦଏਈߐࠇߚ߇‫ޔ‬᥉෸ᩞߦߪ࡛࡯ࡠ
࠶ࡄ઀᭽ߩᯏ᧚߇ዉ౉ߐࠇߡ޿ࠆ‫ޕ‬᥉෸ᩞߦዉ౉ߐࠇߚታ⠌ᯏེߦߟ޿ߡ‫ޔ‬TTC ߩᢎຬߪචಽᾫ
⍮ߒߡ޿ߥ޿‫ޔ߼ߚߩߘޕ‬TTC ߦߪ᥉෸ᩞߣหߓ઀᭽ߩᯏ᧚߇ዉ౉ߐࠇࠆ੍ቯߢ޽ࠆ‫ޕ‬
㧔㧟㧕 66% ߩ㐳ᦼᚢ⇛ߩ╷ቯߦߟ޿ߡ
2012 ᐕએ㒠ߩᢎຬ⎇ୃ⸘↹ߦߟ޿ߡߪ‫ޔ‬㓞ធቇ⑼ᢎຬߩᛛⴚะ਄ߣ޿߁⋡⊛ߪ᜼ߍࠄࠇߡ޿ࠆ
߽ߩߩ‫ߪ⚦⹦ࠈߎߣߩ੹ޔ‬ቯ߹ߞߡ޿ߥ޿‫․ޔߡ޿߅ߦࠦ࡞࠻ޔߚ߹ޕ‬ቯቇ⑼ߩᢎຬ⎇ୃࠍ⋡⊛
ߣߒߚ࠮ࡦ࠲࡯ߩ⸳┙ߪೋ߼ߡߢ޽ࠆߚ߼‫ߩ࡯࠲ࡦ࠮ޔ‬ਛ㐳ᦼ⊛ߥᓎഀ߇ቯ߼ࠄࠇߡ޿ߥ޿‫ᧄޕ‬
ࡊࡠࠫࠚࠢ࠻ࠍㅢߓߡ‫ߩ࡯࠲ࡦ࠮ᧄޔ‬ਛ㐳ᦼ⊛ߥᓎഀߦߟ޿ߡ࿖᳃ᢎ⢒⋭ߣᬌ⸛߇ㅴ߼ࠄࠇࠆߴ
߈ߢ޽ࠆ‫ޕ‬
㧣㧙㧞 ࡕ࠾࠲࡝ࡦࠣ⸘↹
⸘↹╙㧟ᐕ⋡ᒰೋ㧔ᧄ⸘↹߇ 2007 ᐕ 7 ᦬ߦ㐿ᆎߐࠇࠆ႐วߪ 2009 ᐕ 3 ᦬㗃㧕ࠍ⋡ㅜߣߒߡ‫ޔ‬
ਛ㑆⹏ଔ⺞ᩏࠍታᣉߒ‫࠻ࠢࠚࠫࡠࡊޔ‬ㆇ༡ߩࠦࡦࠨ࡞࠹ࠖࡦࠣࠍⴕ߁੍ቯߢ޽ࠆ‫ޕ‬ਛ㑆⹏ଔߩ⚿
ᨐߦࠃߞߡߪ‫ޔ‬ᔅⷐߦᔕߓߡද⼏ߩ਄‫ޔ‬એ㒠ߩ⸘↹ౝኈߩ゠㆏ୃᱜࠍ࿑ࠆ‫ᤨੌ⚳↹⸘ޕ‬ὐߩ 6 ࡩ
᦬೨㧔2010 ᐕ 3 ᦬㧕એ೨ߦ‫⹏ᤨੌ⚳ޔ‬ଔ⺞ᩏࠍታᣉߔࠆ‫⹏ᤨੌ⚳ޕ‬ଔߩਥߥ⋡⊛ߪ‫ࡊߩ↹⸘ᧄޔ‬
ࡠࠫࠚࠢ࠻⋡ᮡߩ㆐ᚑ╬ࠍ 5 㗄⋡⹏ଔߩᚻ㗅ߦࠃࠅ⹏ଔߔࠆߎߣ‫ޔ‬දജ⚳ੌᓟ߽ࡊࡠࠫࠚࠢ࠻ଢ
⋉ࠍᜬ⛯ߐߖࠆߚ߼ߩኻ╷╬ࠍ⷗಴ߔߎߣ‫ޔ‬෸߮㘃ૃߔࠆࡊࡠࠫࠚࠢ࠻ߩ⸘↹┙᩺ߣታᣉߩᡷༀ
ߦᵴ߆ߔߚ߼ߩᢎ⸠ࠍᒁ಴ߔߎߣߦ޽ࠆ‫ޕ‬
- 227 -
ઃዻ⾗ᢱ
㧝㪅㩷 ࡊࡠࠫࠚࠢ࠻࡮࠺ࠩࠗࡦ࡮ࡑ࠻࡝࠶ࠢࠬ㩷㩿㪧㪛㪤㪀㩷
㧞㧚 ࡊࡠࠫࠚࠢ࠻ో૕⸘↹㩷㩿㪧㪦㪀㩷
㧟㧚㪉㪇㪇㪍 ᐕᢎຬ⎇ୃ㩷
㧠㧚 ᥉෸ᩞᢎຬᢙ෸߮ቇ↢ᢙ㩷
㧡㧚 వ⊒ 㪈㪈 ᩞࠕࡦࠤ࡯࠻⺞ᩏ⚿ᨐ㩷
㧢㧚 ᢎ᝼⢻ജ⥄Ꮖ⹏ଔߩ⚿ᨐ㩷
㧣㧚 ⥄േ೙ᓮቇ⑼ጁୃࡊࡠࠣ࡜ࡓ㩷
㧤㧚 ⥄േ೙ᓮቇ⑼ߩᮡḰ⊛ࠞ࡝ࠠࡘ࡜ࡓ㩷
㧥㧚 ⥄േ೙ᓮቇ⑼ߩࡕࠫࡘ࡯࡞࡝ࠬ࠻㩷
㪈㪇㪅㩷㪫㪫㪚 ⸳⟎ߦଥࠆ࿖᳃ᢎ⢒⋭ᢥᦠ㩷
㪈㪈㪅㩷 ໧㗴♽࿑㩷
㪈㪉㪅㩷 ᬺോౝኈ㩷
ᵈ㧕๺ᢥࡊࡠࠫࠚࠢ࠻࡮࠼ࠠࡘࡔࡦ࠻ߢߪઃዻᦠ㘃ߪ⋭⇛ߒߚ‫⧷ޕ‬ᢥࡊࡠࠫࠚࠢ࠻࡮࠼ࠠࡘࡔࡦ ࠻ࠍෳᾖߩߎߣ‫ޕ‬
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䋲㪅䇭䊚䊆䉾䉿䇭䋨 ᢥ䊒䊨䉳䉢䉪䊃䊶䊄䉨䊠䊜䊮䊃฽䉃䋩

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Page 1 [ ] No.7 (2011) ) 2009 12 23 76000 (background) 1. SOV 2

yudraku kulluhu, l yutraku kulluhu Kacaba