As education systems that change and develop in direct proportion to the requirements of the age, the field of education management and audit, which gives direction to it, is also in structure constantly changing and evolving. Basic policy documents, such as European 2020 Education Strategy and the Education 2023 Vision, support this change and development. With its population of more than 500 million, the EU is among the world's attractions in education and innovation. The EU encourages member states and EU Erasmus + program member countries to cooperate in education. Considering basic principles such as innovation, transparency in education, cooperation of institutions will contribute to the development of capacity of each. On the basis of this project application, the polycentric audit approach that we intend to develop, has been developed by our Dutch, Bulgarian and N. Irish partners. As a result of our literature survey and research in the field of education audit system, we have determined that polycentric audit has just begun to be applied and that it can be developed as a good model. This project, which will allow each partner to improve its institutional capacity, is also based on the fact that the needs of each project partner in the field of education audit and management related to the polycentric audit approach. First of all, each partner will be able to improve their institutional capacities compared to their current situation through this project. At the same time, institutions of different types and capacities in different countries of Europe will develop a high-level relationship in the European dimension. This application, which is based on the polycentric audit approach and its comparison with the existing control systems in other countries, is based on the active cooperation and communication of inspectors, academicians, education managers, school heads, teachers and parents in different areas of education audit and management. In this respect, it also enables the development of human resources. Thus, the change of good practices has also taken priority about subject of institutional development and capacity building, which is the main philosophy of the project. During our project; four TPMs have been planned in order to discuss the administrative, financial, bureaucratic functioning of the project, the efficiency of team work, project schedule and products etc. Legal representative on behalf of each partner and people responsible for the communication of the project with a person assigned by them will participate in these TPMs planned. Meetings to be held at the beginning, and at the end of the each project year, will serve to sub-objectives in the secondary sense, such as visibility, dissemination and awareness. Three LTT activities were planned during the project period. The aim of these planned LTT activities is also to educate personnel who will use the application to be changed by training human resources in good practice change. With these activities, which aim to know-how, expert personnel of the partners who will be trained will analyze the application to be provided for exchange within legislation and will review in the academic context and ensure its adaptation by piloting the application. The persons participating in these activities have been determined in proportion to their contribution which they will provide to the capacity, project products and activities of the partner institutions. The academic staff of the partner universities will carry out the task of teaching in LTT activities. These LTT activities, which will be based on different methods and techniques such as face-to-face training, panel, forum, observation, case study, predict the active participation of the participants. At the end of the project, the website, the database platform, reports which are named “Polycentric Audit Approach”, “Implementation of Polycentric Audit Approach in Different Countries", "The Role of Inspection Stakeholders in The Polycentric Audit Approach and Indicators Used ", "Comparison of Polycentric Audit System with Education Management and Audit in Portugal" and “Comparison of Education Management and Audit with Polycentric Audit System in Turkey” will be prepared. These reports in question will be carefully designed in legislation and academically. The reports to be formed, will also be among the concrete outputs of the project. Considering the partnership structure, this project encourages collaboration among academics, inspectors, education managers, school principals, teachers and parents. The partnership structure allows all partner institutions to act actively both horizontally and vertically. The project is expected to improve the capacities of institutions in the short, medium and long term. Basic policy documents such as the EU 2020 Education Strategy and Education 2023 Vision are also elements that will contribute to the impact area of the project.
Within the scope of the project, we aimed to develop an alternative audit model proposal specific to our country, by examining the polycentric audit practices used effectively in EU countries. Our overseas partners also wanted to receive feedback on the spread of polycentric inspection, the difficulties encountered in practices in different countries, and its advantages and disadvantages. In the piloting studies on polycentric inspection, parents, students and school management participated in the school quality evaluation processes and the existing inspection system was differentiated. Pilot applications were made in the country and the results were reported by performing on-the-job monitoring and learning and teaching activities on school quality assessment processes and procedures. As a result of the project, As a result of the project, recommendations and reports on the transferability of innovative strategies and approaches in school management and educational supervision were prepared and submitted to the Ministry of National Education. The results, reports and analyzes of the comparative study were compiled as concrete documents. The project work carried out will inspire policy decision-making mechanisms, school management/supervision and inspection, and the relevant higher authorities/authorities for innovative work. Project final reports will be a source for the Ministry’s innovative practices in education in terms of inspection, supervision and school management in 2023 Vision. Project management logic based on collaboration of academic environment, national, transnational and local institutions, has ensured that the project result reaches individual results for each partner. Each partner concentrated more on the areas of the project that are relevant to them. Foreign partners focused on the results of the polycentric inspection practices in our country and the problems seen in the polycentric inspection practices. During the project design phase, each partner made a comprehensive needs analysis in the field of education management and inspection. Analysis and training studies have shown that different types of partner institutions can work collaboratively to achieve the same goal. The results of the project met all the needs and expectations of the partners. As a result of the project, the piloting studies carried out for about 6 months in our country (in Ordu-Perşembe district) were reported and shared with all sectors. Our project partners also aim to publish an academic article on the project results.
Despite the increase in the resources allocated to education and the developments in classrooms, schools and teachers in Türkiye in recent years, the expected improvement in the quality level of schools has not been achieved. In the current situation, the activities carried out by the inspection actors are far from evaluating the quality of the educational services provided by the schools. This situation causes our institution not to fulfill its mission and duty. Evaluation criteria in the guide used in inspection and guidance activities are criteria that control the compliance of the institution's business and operations with the legislation and do not take into account regional and local opportunities and threats. Education systems around the world have seen many reforms over the years and changes in management styles over time. Especially in European countries, the transition from central government structure to local government comes forward as systems that are widely used for the fulfillment of administrative responsibilities by appointed administrators and other bodies. Considering that the education system is constantly changing, it is inevitable for the inspection system to keep up with the changes in the education system. The logic behind this Project aims to examine the concepts of supervision, inspection, guidance and school management within the concept of education, which has a dynamic structure, in comparison with the current innovations in Europe and aims to produce an alternative solution to the education inspection system in our country, especially by focusing on the functioning of the polycentric inspection system. On the other hand, our overseas partners wanted the implementation of polycentric inspection practices in different countries, the differences in practice to be seen and the dissemination of polycentric inspection practices. The 2023 Vision Document, which includes the activities that the Ministry of National Education plans to implement in the coming years, aims to reduce the gap between schools and increase accessibility in all schools and continuously improve quality. In the 2023 vision document, with this model, innovative approaches are planned in the design of areas such as the restructuring of the audit and corporate guidance system, as well as the improvement and management of human resources. The vision document, which aims to increase the quality of education, also envisages the transfer and adaptation of the best practices determined to seek new approaches to the national, international and European level of education for all stakeholders. In this context, the project idea, which aims to trace good and innovative practices in the European dimension of school administration and inspection, envisages cooperation of institutions at the transnational, national, regional and local levels. With this project, it is envisaged that the international polycentric inspection practices will be examined with the active participation of all possible stakeholders and transferred to domestic practices in accordance with the local legislation in the management and inspection of education. An example of an inspection model specific to our country has been developed for the academic studies carried out by our partner universities abroad by trying to learn the polycentric inspection practices carried out through transnational education and training activities, taking into account the applicability of the model at the Ministry level. The objectives of the inspectors and education administrators, who are in the target group of our project, to improve themselves and to adapt to the innovations in education management and inspection at the transnational level have been achieved. Inspectors and education administrators have gained knowledge about the general functioning of education management and inspection practices of different countries through activities abroad, apart from their own institutions or domestic practices. In order to increase the quality of education, polycentric inspection practices, which are considered as an alternative to the current inspection system, have been examined, pilot applications have been made and an alternative model has been proposed to policy makers. All studies reported as a result of the project were presented to policy makers as suggestions.