Our Story: The Story of a Generation of Vocational Education by Vehbi Koç Vakfı

O UR S T OR Y - T HE S T OR Y OF A G E NE R AT IO N OF V O C AT IO N A L E DUC AT IO N

Project Coordinator İ. Aylin Gezgüç Elveren Project Managers Burcu Gündüz, Seçil Kınay Proje Officer Neslihan Karaosmanoğlu PRODUCTION MYRA www.myra.com.tr Coordination Engin Doğan Design Supervisor Rauf Kösemen Design Deniz Kurşunlu, Tuba Mücella Kiper Page Design and Execution Serhan Baykara Editor Damla Özlüer Content Creation Ahmet Büke, Çiğdem Öztürk, Selcen Aksel Assistant Project Officers Nurçin Beken, Burcu Tunakan Photography Gürcan Öztürk PRINTERS İmak Ofset

5 PREFACE 7

VOCATIONAL EDUCATION: A CRUCIAL MATTER FOR THE NATION

INITIAL MLMM STEPS

Aims and Goals of the MLMM Project

An Original Product of MLMM: The School & Business Collaboration Model

33 BUILDING BLOCKS OF AN EXTRAORDINARY PROJECT 34 Scholarships 40

Coaching Support

Apprenticeship Support and Employment Precedence

Micro-Projects: Support for Laboratory Installations, Management, Educator Training and Opening Divisions

66 Competitions 74

Communication Campaigns

76 Collaboration

SUCCESS STORY

87 EPILOGUE

PREFACE As it has always done since its foundation, the Koç Group continues to augment the added value it creates through projects that contribute to social wellbeing. Since 1926, in addition to the “firsts” it has initiated in the realm of trade and economics, our Group has also signed its name to many social endeavors in the areas of education, culture, health, environment and sports. We started the “Vocational Education: A Crucial Matter for the Nation Project” (MLMM) in 2006 in honor of our 80th anniversary and as part of the “Incentive Program for VocationalTechnical Education,” a collaboration with the Ministry of National Education and sponsored by the Vehbi Koç Foundation, geared to be implemented in 81 of our provinces. The project was designed to make an impact on different levels. On an individual level, we supported students through scholarships, apprenticeships and coaching; on the corporate level, we established collaborative efforts with schools; we aroused awareness through research, conferences and publications on the academic level, and by conducting campaigns in the community on a social level. Making use of all of the experience we gleaned from these activities, we created a model of vocational education that established a collaboration between two components--schools and business corporations. The Companies in the Koç Group embraced this model to bring to life various applications in their respective sectors, which they will continue to do over the years ahead. Our greatest desire is to provide a multifaceted approach to supporting the development of our country’s youth, and to make such

THE BOOK YOU ARE NOW HOLDING IN YOUR HAND PRESENTS TO YOU THE STORY OF MLMM, THE PROJECT THAT WE HAVE BEEN WORKING ON FOR 7 YEARS, BROUGHT TO YOU IN THE WORDS OF ITS OWN HEROES. “OUR STORY” DOES NOT FOLLOW A PARTICULAR CHRONOLOGICAL OR HIERARCHICAL ORDER; INSTEAD, IT BRINGS TO YOU THE STORY OF A GENERATION, FULL OF SURPRISES THAT ARE AS REAL AS LIFE ITSELF. I HOPE YOU WILL ENJOY EVERY PAGE OF THIS BOOK. practices more widespread so that young people’s employability is enhanced. We are proud to say that the school and business model that we established within the scope of the MLMM project has been referenced as a “model application” in the area of youth employment and vocational education by the International Labor Organization (ILO) and the United Nations Development Program (UNDP). Our “Vocational High School Coaching Program,” which we are implementing through the volunteer support of the employees of our Group Companies, was selected Europe’s best volunteer program in 2011. We delivered this program into the care of the business community through the leadership of the Association of Private Sector Volunteers (ÖSGD) and we are proudly watching its successful progress. Over the course of the project, all of our stakeholders in schools and at our companies brought to life various parts of the project by volunteering their support, making important contributions to the promising picture that has emerged. I want to thank each and every one of them. It will be the heroes of the project that we have been working on for 7 years who will be telling you its story in this book you are now holding. “Our Story” does not follow a particular chronological or hierarchical order; instead, it brings to you the story of a generation, full of surprises that are as real as life itself. I hope you will enjoy every page of this book. Mustafa V. Koç, Chairman of the Board, Koç Holding

“IT’S JUST WHAT IT SAYS—THE VOCATIONAL EDUCATION: A CRUCIAL MATTER FOR THE NATION. IF I’M TO BE ABLE TO DO SOMETHING FOR MYSELF AND FOR MY COUNTRY, THIS WILL BE THANKS TO MY VOCATION. I PERFORM MY VOCATION WELL BECAUSE OF MY VOCATIONAL COMPETENCE...” Berna Civelek, Şişli Technical and Industrial Vocational High School / Motor Division–Fiat Laboratory, 11th Grade Student 7

A vocation is as important as a person’s name; it’s one of the building blocks of one’s personality. You get to know someone or make yourself known through your vocation. A vocation is at the same time a universal identity, something that connects a person to the world, and the world to the person. And when you enter a vocation at an early age and gain experience, this makes you stronger than anything else in the world could ever do. A person with a vocation, one who can perform it well, is not only doing something good for himself but also for everyone around. It’s at this point that vocational training becomes so important. The quality of vocational training is not only critical for the person being trained, but also for the community as a whole. The Vocational High Schools in Turkey are the most important tools that can provide solutions for dealing with the shortages in vocational training. The negative perception of vocational schools that has prevailed in Turkey in recent years as well as the technical insufficiencies related to vocational training have created the need for substantial improvement in this area in a Turkey that approaches critical demographic crossroads. It was to meet this need that brought about the birth of the “Vocational Education: A Crucial Matter for the Nation Project” (MLMM) and it was in 2006 that Koç Holding collaborated with the Ministry of National Education and the Vehbi Koç Foundation to invest in the future together. The goal of the project was to change the negative perceptions regarding vocational training that had spread out through the grassroots of the community and to raise the bar in Turkey’s vocational education. In a manner that differed from many of the corporate responsibility projects that had so far been undertaken, the project was based on a firm triple foundation that joined the private sector, and public and non-governmental organizations. With its motto of “Specialists of the Job on the Job,” the MLMM Project included efforts that encompassed not only providing thousands of students with scholarships and supporting their personal development through the work of Vocational High School Coaches (VHSC), giving them apprenticeship and subsequent employment opportunities, but also enlightening the public about the importance of vocational training. The MLMM Project succeeded not only in changing the lives of thousands of scholarship recipients but also those of their friends and families and the volunteer Vocational High School Coaches who supported them, through the wide network of schools and corporations that participated

“While vocational education is of the greatest importance in terms of training the qualified persons our country needs, at the same time, it is essential because it provides young people with the opportunity to discover their own potential and take firm steps into the vocations they believe in. I believe wholeheartedly that investing in young people who have faith in the future of the vocation of their choice is an investment in the future of our country.” Ali Y. Koç, Board Member, Koç Holding

in the project. It was inevitable that this new vision would spread out over the vocational schools all around Turkey. Indeed, when the general picture is examined as reflected in the MLMM Social Impact Report for the period 2006-2010, it can be said that the MLMM Project has touched the lives of an expansive population of stakeholders. When the scope of impact of MLMM is considered, it can be seen that the project has caused young people studying at vocational schools all over Turkey to become aware of each other, encouraged employers to become more acquainted with vocational schools and, with the improvements

“THE PROJECT INCREASED RATES OF ACHIEVEMENT” At a time when high-achievers are avoiding attending vocational high schools, the project undertaken by Koç Holding is very much on the mark. With the implementation of MLMM, interest in vocational and technical high schools has grown. We have started to see more qualified students at our schools. We can easily say that the project has greatly motivated teachers, administrators and students alike. This endeavor was also a very significant public awareness project that increased consciousness about vocational schools and stressed the importance of vocational training. We set great store by the educational benefits students can attain by being supported as scholarship recipients, apprentices or when they are given employment precedence. All the high achievers at all the schools were granted scholarships and were assigned to Koç Group companies for their apprenticeships. Every student made an effort to be a part of this project and thus the academic achievement of our students increased significantly.” Dr. Sırrı Kabadayı, Principal, Eskişehir Sabiha Gökçen Industrial and Technical High School

achieved in vocational education, people appearing at first glance to be outside the picture have been motivated to think about this issue, and this has had a direct or indirect positive effect on their lives as well. Among the striking conclusions in the MLMM Social Impact Report drawn up by the Mikado Consulting Company are that the project taught scholarship recipients the importance of attending a vocational high school, that almost all felt lucky to be coached by the Vocational High School Coaches and that they acknowledged the vital contribution the coaches made to their social development.

The Vocational Education: A Crucial Matter for the Nation Project has been conducted for the past seven years by the Koç Holding Corporate Social Responsibility Coordinatorship and the Vehbi Koç Foundation. The Vocational High School Coaching Program, which is one of the cornerstones of the project, was handed over to the Association of Private Sector Volunteers (ÖSGD) in June 2012. Speaking at the handover ceremony, Mustafa V. Koç called attention to the fact that in the first years of the project, it was associated with the problems connected with vocational training parameters in Turkey, with negative perceptions regarding vocational high schools, and unemployment issues. Koç summarize the point at which the project finally stands today by saying: “The subject of vocational training is no longer a problematic issue for the country; it has instead turned into a problem-solving instrument that contributes to the country’s development, as has always been desired. We are very happy to note the increasing popularity of this program, which is a project that will make a contribution to Turkey and to the business community, under the direction of an organization such as ÖSGD whose mission is volunteerism. The experience gained with the project since its initiation in 2006 is enough to provide guidelines for the practical manifestations of collaboration between government, private sector and civil organizations. Another aspect in the scope of the project is the preparation of reports and manuals and the publication of bulletins that will constitute the resources through which this experience will be passed on to businesses and schools that will be implementing the model. Since its foundation, the Vocational Education: A Crucial Matter for the Nation Project has not only reached the goals it set out to accomplish but, by listening to the views of all of its stakeholders, has found its way beyond Turkey’s borders, developing a serviceable and global model of vocational training and receiving acknowledgment for its work in many parts of the world. In short, the MLMM project has become a success story for thousands of heroes—from students to government officials, from the employees of the Koç Group and the Vehbi Koç Foundation to vocational school principals and teachers.

“With this scholarship I began to set up my own arrangements. I was able to meet all of my travel, clothing and classroom material expenses by myself. I signed up for tutoring school. I started having bigger dreams. My self-confidence was given a boost. When my self-confidence increased, it was like the whole world was at my fingertips.” Merve Solak, 12th grade student at Ortaköy Zübeyde

Hanım Girls Technical and Vocational High School / Child Development Section, holder of an MLMM Scholarship

The Vocational Education: A Crucial Matter for the Nation changed many things in my life. My father works in agriculture and my mother is a housewife. The school had a fruit and vegetables division as well as an agricultural machinery division. My father had told me to study agriculture and that was what I was going to do. But when Türk Traktör provided me with a laboratory and my teachers supported me, I chose to come here. This was so good for me. I became acquainted with some of the agricultural tools here. Because I’m studying agriculture in the village, everybody is different toward me. My father lets me repair the tools when something goes wrong and I’m able to do it. If I had studied fruit and vegetables, there would be nothing to do. Now I can join a factory or build a business for myself; everything has changed. Kamil Gündoğan, 11th Grade Student at Bursa Vocational High School for Agriculture and Türk Traktör Agricultural Laboratory

MLMM IS A VERY PERTINENT PROJECT Prof. Dr. Üstün Ergüder Chairman of the Board, Educational Reform Initiative

How does the Vocational Education: A Crucial Matter for the Nation fit into the educational system? Why are Vocational High Schools a “crucial matter for the nation”? Even though we can’t say that vocational training has been completely neglected within Turkey’s educational system, I think it is still an area that people don’t know what to do with. I can’t really say that no importance has been given to vocational training but at the same time, I can’t say that the subject has been approached the right way. It’s unfortunate that vocational schools are treated as second-class citizens at the universities. This has an impact on faculty members as well—they too want to get into one department or another. There is therefore a hierarchical organization in this context. The idea I support is this:

YOU HAVE TO DESIGN A SYSTEM OF VOCATIONAL EDUCATION THAT WILL BE VERY SENSITIVE IN TERMS OF SNIFFING OUT THE CHANGES IN THE MARKET, PICKING UP ON THAT SCENT, ADAPTING TO AND EFFECTING CHANGE. THE MLMM PROJECT IS A VERY APPROPRIATE AND PERTINENT PROJECT FROM THIS PERSPECTIVE.

Vocational education must always be in close contact with the real sector, that is the market, especially in the times we live in. It’s very common that someone you know who’s graduated from a particular branch is doing something very different in the market ten years later. That is why questions about the market, demand, and developing technologies must be reflected in vocational education. This can only be made possible through close relations with the private sector. In this context, MLMM is a very pertinent project. It is a social responsibility project that has been taken on by a very powerful corporation in the private sector. These types of relations are very important in terms of achieving reforms in vocational education and gaining prestige in this area. What is happening in the vocational schools in terms of curriculum and the

education provided is best understood when there is close contact with the market. In addition, with the interest shown by the private sector, the visibility and prestige of vocational education is on the rise. I have always defended the model of vocational training that is separate from the universities and is organized independently—I believe that this would be the right way. You have to design a system of vocational education that will be very sensitive to sniffing out the changes in the market, picking up on that scent, adapting to and effecting change. I think the MLMM project is a very appropriate and pertinent project from this perspective. The Educational Reform Initiative has played an important role in the Vocational Education: A Crucial Matter for the Nation Project. Why do you think

“The project has been managed well since its start, with seriousness of purpose, and it has sought to collaborate with us to assess the success of its achievements. It is a unique asset; Koç has gone into the project with all of its strength. They are taking concrete steps to make sure that this project has an impact on the lives of young people. When I think of it now, I can’t think of any other project of its kind... I don’t want to be unfair, I just don’t know of any other.”

be knowledgeable about its applicability. One of our contributions to this project is our work in seeing what is going well and what isn’t in the collaborations; which conditions provide the best environment for success and which don’t--we start out by asking questions like this. We have also prepared instructive research reports on different topics.

this quality-focused collaboration was important for vocational education? How would you assess the outcome of this collaboration? The Vocational Education: A Crucial Matter for the Nation Project is developing a model of collaboration that will form a bond between vocational education and the market. Our role as the Educational Reform Initiative is to assess under which conditions the collaborations will be most valid and successful. In many cases, projects are undertaken, and even with the best intentions, you still have to make sure to do some fine tuning and find out what works and what doesn’t work and act accordingly. If you think about it, on the one hand, you have to implement the project and on the other, you have to see how it’s going; you need to

I think we have reached our goals in these collaborative efforts and I feel that the project has been very successful. I’m not someone that gets his hands dirty in the kitchen but I know that my colleagues are all working on the project with great enthusiasm and that they’ve all learned something from it. It has also been very satisfying for me to see that our visions of what could be done, way before the project was ever initiated, are now becoming a reality. We were always saying, much before MLMM ever existed, that this is what should be happening. Saying something “should” be done is one thing, looking to see what can actually be done is another matter. This project showed us the conditions under which our thoughts could actually be turned into a success story. What do you think is MLMM’s differentiating feature? How would you evaluate its value as a model? I can say this: the project has been managed well since the start, with great seriousness of purpose, and while it was being implemented, we collaborated to assess its success to see what was working

and what wasn’t; thus, the project has always been held on the right track. It has another value and that is that Koç, as a strong corporation with its production and services, has entered into the picture. They are taking concrete steps to make sure that this project has an impact on the lives of young people. When I think of it now, I can’t think of any other project of its kind... I don’t want to be unfair, I just don’t know of any other.” We have a tradition of expecting everything from the government or from others. But everyone should clean out his own yard--that is how Turkey can grow and flourish. Everyone should take care of his own surroundings, his own property. It’s very important that the private sector stakes its own claim on certain things and that it does not wait for the government to do everything. MLMM is a wonderful project and it’s generating a significant dynamism. It’s very easy for a company to say, “employees should come to me pre-trained”; I think it’s important for a company to contribute to its employees’ development. It’s very important that non-governmental organizations and the private sector embrace such projects in Turkey, but of course the bureaucracy has to be ready for this. There’s a need for every kind of cooperation, every kind of knowledge. The important thing is to establish a structure for this.

“SUCH A THING HAS NEVER BEEN SEEN IN THE HISTORY OF TURKEY. THERE IS NO OTHER EXAMPLE OF SUCH A PROJECT. WHEN WE RECEIVED THE FIRST LETTER FROM KOÇ HOLDING FOR THE PROJECT, WE DIDN’T KNOW QUITE WHAT TO MAKE OF IT, WE COULDN’T IMAGINE HOW IT COULD BE DONE. WE WERE ONLY ABLE TO GRASP THE SCOPE OF THE PROJECT WHEN WE GOT TOGETHER AT A BIG MEETING.” Faik Doğanay, Tüpraş Human Resources Training Department Vocational School Coach

“Everything has been in harmony ever since the first day of our collaboration with the Ministry of National Education. This is because the very nature of vocational education itself has always harbored the potential for this partnership.” İ. Aylin Gezgüç Elveren

Koç Holding Foreign Relations and Corporate Social Responsibility Coordinator

After the crisis at the beginning of the 2000’s, from a socio-economic perspective, Turkey had taken its place as a candidate to be among the rising stars of its own region and the world. But there were obstacles it would have to overcome. Turkey had a young and dynamic population. While about 53% of Turkey’s population was below the age of 30, 12.5 million young people were between the ages 15-24.1 Forty percent of these young people, however, were not in the work force and could not go on with their education. In other words, a young population of 5 million was being deprived of quality employment and educational opportunities.2 Although the investments per student transferred into vocational education from government resources was on the average 1.8 times that transferred into general secondary education, in a country where one out of every three people seeking jobs is not sufficiently qualified in a profession, young people continued to face the steadily growing problem of unemployment.3 There was a need for substantial projects that would ensure that vocational education would reach the point it deserved to be in and that it would be compatible with the requirements of the economy and the spirit of the times.

Koç Holding Chairman of the Board Mustafa Koç and Minister of National Education Hüseyin Çelik at the MLMM press conference held in June 2006.

MLMM scholarship recipients at summer camp in 2007.

While Turkey achieved advances in many areas during the harmonization process of its prospective European Union membership, it was also a fact that it remained weak from a social perspective. This was mentioned in the 2000 Progress Report on Turkey’s Accession to the EU to the effect that a clear connection was needed between the conditions of the labor market and the skills taught in the vocational schools and expectations for a solution to this issue were accordingly communicated to Turkey.4 The many research studies conducted in the first years of the 2000’s about the labor market shared the following assessments: •

A high rate of youth unemployment

•

Low levels of education in the work force

•

An inadequate educational infrastructure and vocational training that have remained behind the times

Conditions seemed to reflect a disagreeable set of circumstances for the business community. In the report drawn up by the Turkish Enterprise and Business Confederation (TÜRKONFED) in 2006, it was stated that the inferior quality of vocational education invited unemployment and

2007 Vocational High School Coaches training.

“OUR COUNTRY NEEDS COMPETENT YOUNG PEOPLE” “Countries need to grow and develop: this development can only begin on a firm foundation. People that will head industry and other sectors must have a technical background; they must be competent in their work. Most people who graduate from the universities, however, don’t know anything about their work. And this is considered normal. When a new graduate is hired, he/she spends the first two or three years in preparation for the industry. Right now, Ford Otosan has an army of 2400 whitecollar workers. We provide the newcomers that are added to this army with training pertinent to the system. On the other hand, someone with a vocational education background doesn’t need that training; that person starts to produce something right away. This is a loss for companies, both in terms of the time allotted for training and in terms of the time employees lose in the process. The vocational schools can eliminate this loss almost completely. Our country has grown greatly, national income ratios and employment figures have increased, exports have expanded, but there are no figures for the vocational high schools that reflect this at all. It is no longer enough to be a university graduate, it is more important to know the job, to know a foreign language. We really need people who will dedicate themselves to the job, people who want to work. Because of this, our goal shouldn’t be that our sons or daughters attend the university but that they are intelligently prepared for appropriate jobs that are compatible with the climate in Turkey.” Haydar Yenigün, Ford Otosan General Manager

a lack of social compatibility, impeding the productivity of the private sector. It was in the light of such a picture that various solutions began to be discussed in the way of improving vocational education in Turkey and ensuring that it take a strong position within the steadily growing economy. Practical methods began to be developed. In particular, it was the Ministry of National Education that opened the doors to success by painstakingly devoting itself to the issue of vocational education. The Ministry has adopted a policy of being open to collaboration not only with the private sector but with all stakeholders and for this reason its corporate structure is based on this paradigm. Thus, starting from the beginning of the 2000’s, vocational education has reestablished itself in a stronger position in the socio-economic focal point of the community.

It was at this point that the various initiatives in the private sector began to be noticed. It could be seen that two schools of thought dominated these efforts: The first was a perspective that looked at the issue as a matter of philanthropy, an attempt to meet the ferocious demand by strong financial support. The second was a more integrated approach that prioritized achieving the greatest added value in the light of human resources, the accumulation of knowledge and social experience. Following the second school of thought, the Koç Group decided to lean toward the matter of vocational education in the 80th year of the foundation of Koç Holding. From the initial steps taken in the project, its most striking feature was the productive collaboration that was achieved with the Ministry of National Education. The Ministry had positioned the private sector as one of the main stakeholders in developing investments geared to increase the quality of vocational education. This strategic approach carried the traces of a perspective that acknowledge the requirements brought about by the very nature of vocational education itself, reflecting a developmental viewpoint as well. From a different angle, the Ministry considered it necessary that the public would have to change its perception if the goal was to be reached and so it placed great importance on making the tools needed to provide young people with the incentive for vocational training within the scope of the MLMM project widely available. Thus, in 2006, the Ministry of National Education and Koç Holding signed the “ Collaboration Protocol to Improve Vocational Education.” This protocol went down in history as the birth certificate of the “Vocational Education: A Crucial Matter for the Nation Project.”

1 TÜİK, population by province, age group and gender], September 12, 2008, http://tuik.gov.tr/PreIstatistikTablo.do?istab_id=945. 25. Eylül.2009. 2,4 UNDP, T2008 Humanitarian Development Report for 2008, Türkiye’de Gençlik [Youth in Turkey], 2008. 3 Dr. H. Hakan Yılmaz, Beceriler, Yeterlilikler ve Meslek Eğitimi: Finansman Yapısı ve Politika Önerileri [Skills, Competencies and Vocational Training: Financing Structure and Policy Recommendations], ERG ve TÜRKONFED, 32, 2007.

“MLMM WAS DESIGNED IN THE FORM OF A DEVELOPMENT PROJECT” “THE BIGGEST REASON WE BECAME INVOLVED IN VOCATIONAL EDUCATION, THE REASON WE CHOSE THIS AREA TO WORK IN WAS BECAUSE WE BELIEVED THAT THE KOÇ GROUP HAD THE CAPACITY TO OFFER SOLUTIONS TO THE PROBLEMS VOCATIONAL TRAINING WAS EXPERIENCING AND THAT ITS RESOURCES WERE EXACTLY APPROPRIATE FOR THIS. WE ALSO BELIEVED THAT THE ADDED VALUE WE WOULD BE ABLE TO GENERATE IN THIS AREA WOULD BE MUCH HIGHER THAN IN OTHER FIELDS.” → How was MLMM born? The year 2006, the 80th year of Koç Holding, witnessed the start of our Vocational Education: A Crucial Matter for the Nation Project. The expectations for this project, which we initiated as a dedication to our 80th year, were very high, both in the Koç Family and in the team. In that period, we conducted many meetings in order to be able to match our strengths with Turkey’s social issues. In order to identify the problem areas, before anything else we talked with development agencies in Ankara, with the state institutions and establishments, and also with the

State Planning Organization, the Treasury Undersecretariat, the World Bank, and the European Union. We spoke with many NGO’s in Istanbul as well. Of course Turkey is a country in which there are many problematic issues connected with its development. It is not hard to find out what problems there are but we were very careful because we knew the importance of our answer to the question about which problem would attract the largest added value. In the interview we held with the late Türkân Saylan, Türkân Hanım made the suggestion that vocational high school students could be trained in England, and so this was the point from where we took off.

In subsequent years, we started this project using a slogan that had already been accepted in the community--Vocational Education is a Crucial Matter for the Nation. → How is vocational education a crucial matter for the nation? When we think about why Vocational Education: A Crucial Matter for the Nation, we can start by tying this to the country’s young population, which is frequently referred to as a demographic advantage. Turkey is living through what we might call a golden age when we consider it from a

demographic perspective. The ratio of the young population to the older population or the retired population or non-working masses creates a window of opportunity. On the other hand, when we look at the rate of unemployment among the young population, we can see that we have one of the highest youth unemployment rates in the world. And when we turn to the private sector, we notice that searching for employable resources brings the issue of not being able to find qualified personnel to the fore. Here we have a triangle where the connections are at an imbalance. When considered from this angle, it can be understood that the labor market is unable to provide the employer community with what it needs and that therefore there is no natural match here. It was our belief that in a country that has such an abundance of young people, this young population should be given the qualities needed in the workplaces of the future, in keeping with the needs of the employment policies to be adopted in the future, and that this should be done with the right policies, the right strategies and the right curriculum. → What differentiates the Vocational Education: A Crucial Matter for the Nation Project from other corporate responsibility projects? In particular, there is a reality accepted around the world in the last ten years and that is that when societal development is not achieved through a three-way collaboration between government, private sector and civil organizations, progress almost certainly is bound to be impeded. In the UN Millennium Development Goals announced in 2000, you will see this in all of the development goals and programs set forth by the World Bank. When we enumerate the value adding resources of the private sector, financing resources are at the end of the list. All of the skills and knowledge, human resources, technology, innovations and R&D skills that have accumulated over the years have the capacity to make a great contribution to social development projects and they are also effective enough as to touch upon every problem involved in development. The skills of the private sector in this respect are very superior. Therefore, from the start of the Vocational Education: A Crucial Matter for the Nation Project, we implemented the project as something on which the government, the private sector and the civil organizations can work on hand in hand; it was through this perspective that we

developed it and made every effort to make it a perfect match. This is what differentiates MLMM from many other projects both in its field and around the world. Ever since the beginning of the project, even in the formative stages, the perspective was always developmental. What is different from a developmental perspective? For one thing, there is a general attitude in the private sector that is philanthropic, the approach of “There’s a need here so I will provide financial aid so that this financial need can be met, even if it is only a little bit.” Then there is the attitude of “There’s a problem in society so how can I not only provide financial aid but use all of my resources, my technological capabilities, my human resources, my knowledge

could be taken outside the boundaries of the Koç Group of Companies. We worked in many areas to set up a curriculum, policies, to create data, share this with the business world, working together with opinion leaders to establish the stages of the project. We worked to open out into the business community. We never imagined this project as one that would be restricted to 8000 students, or as one that had a beginning and an end. The project should have a role in developing a curriculum for vocational education. Today, any corporation that wishes to may obtain the school and business collaboration model that Koç created. Any company can find out in simple terms and in all of its stages, how it can implement the project in its own organization, how vocational training and

“From the start of the Vocational Education: A Crucial Matter for the Nation Project, we implemented the project as something on which the government, the private sector and the civil organizations can work on hand in hand; it was through this perspective that we developed it and made every effort to make it a perfect match.” and skills , and my position in society to achieve the greatest added value and do something to achieve social development?” It is this latter viewpoint that we accepted as our main point of reference. The right communication, reputation management and similar matters became elements of that main point of reference. Ever since the initial step we took, we have worked as a team and never lost our focus. We are passionate about making sure that every unit of resource we pour into what we value as social issues is multiplied as much as possible to have the greatest impact. When you want to bring to life a development project, its most important characteristics should be that it is repeatable, and conducive to becoming widespread and sustainable. For this reason, from the very first, we always thought about at which stage we could open this project out into the business community, at which stage this project

vocational schools can work together in collaboration, and if it wants to develop a coaching system, the corporation can learn about the four-year syllabus it can offer students--there are volumes of information about everything from curriculum to teachers to educational profiles that we can share with them. Making all of this permanent requires as much work as the project itself. In the seven-year cycle of the project, perhaps the part that requires the most effort is to transpose everything you do on paper so that others can do it too, at the same time doing the planning and producing a road map. In short, from the very beginning, we dreamed about a sustainable project and we worked to achieve this. Oya Ünlü Kızıl, Koç Holding Corporate Communications and Foreign Relations Director

AIMS AND GOALS OF THE MLMM PROJECT THE MLMM PROJECT FIRST OF ALL AIMED AT CREATING AWARENESS IN EACH SEGMENT OF THE POPULATION ABOUT THE IMPORTANCE OF VOCATIONAL AND TECHNICAL EDUCATION IN TERMS OF THE COUNTRY’S ECONOMY. IN ADDITION, AMONG ITS CRITICAL OBJECTIVES WERE PLANTING THE SEEDS FOR COLLABORATION BETWEEN THE GOVERNMENT AND PRIVATE SECTOR IN THE FIELD OF VOCATIONAL EDUCATION AND TO CONTRIBUTE TO THE EDUCATION OF A QUALIFIED WORK FORCE IN WHICH YOUNG PEOPLE FOUND THE INCENTIVE FOR VOCATIONAL TRAINING. In order to reach its goals, the MLMM Project continuously developed new tools over the 7 years and kept renewing itself. As a learning project, MLMM created interim stages in order to attain the results it targeted in the process, adding new goals to its original ones. At the last stage of the project, these goals were determined as: • Providing scholarships for 8000 students at 264 vocational high schools in 81 provinces to offer young people and their families an incentive for vocational education; • Giving scholarship recipients apprenticeship opportunities at the Koç Group companies; • Giving scholarship recipients employment precedence in the hiring processes of the Koç Group of companies; • Creating a defined coaching system in order to support the personal and professional development of students at the vocational high schools; • Creating a collaboration model for schools and businesses and making this model widespread with the objective of improving the quality of vocational education; • Using channels of communication to contribute to improving the reputation of vocational education among the general public; • Contributing to making vocational high schools a desired choice through communication, incentive and quality-raising efforts; • Designating the employees and the companies of the Koç Group the leaders of the project.

“THE PERCEPTION OF VOCATIONAL HIGH SCHOOLS HAD TO BE CHANGED” There is a prejudiced view in our society since way back. It is thought that students who are unable to get into the science or specialized “Anatolian” schools have to settle for the vocational high schools. If we can emphasize the importance of vocational high schools and explain what it is that vocational high school graduates can do, we can change the general public’s perception about these schools. When we are able to change this perception, more qualified, much more competent students will attend these schools. This way, these schools will meet the demand for intermediate staff. When we look at the issue today, this is what should be discussed: “How much do we need vocational high school graduates in our society? How many vocational high school graduates can we employ?” I think all of this has to be taken into account. Otherwise, increasing the number of vocational high schools will not do much good. The Vocational Education: A Crucial Matter for the Nation Project is one that we embrace wholeheartedly. We are happy to promote vocational high schools and emphasize their importance. Serkan Demirtaş, Karaman Anatolian Health Sciences Vocational High School Principal

“THE MORE WE CAN DEVELOP OURSELVES, THE MORE WE WILL BE AHEAD” In our profession, the more we can develop ourselves, the more we will be ahead. I was able to develop myself thanks to the scholarship provided in the Vocational Education: A Crucial Matter for the Nation Project. I was able to experience a lot of different things, both inside and outside of school, and the scholarship allowed me to get a lot of different materials for myself. Food is generally expensive. My teachers helped me a lot in my experimentation with different types of food. This scholarship is a godsend for a student. Besides my cuisine classes, I attended a few foreign language courses and the scholarship helped me pay for these too. Gözde Mavi, Beşiktaş Etiler Anatolian Hotel and Tourism Vocational High School, 12th grade Student, MLMM Scholarship Recipient

“I GUARANTEED MY FUTURE WITH THE PROJECT” I feel lucky that I’m a part of this project. I’ve learned to stand on my own two feet. I received a scholarship. Doing an apprenticeship at Ford influenced my dreams for the future. I understood how valuable training was. If I hadn’t received the scholarship, I would not have been able to get financial aid from my parents, I would not have been able to be apprenticed at Ford, I would not have had a job opportunity, and everything would have been much harder for me. My scholarship helped me to guarantee my future. If I continue going to vocational high school I think I can go on to a junior college and then start to work as a technician. Nurbanu Vonal, Karamürsel 100th Year Technical and Industrial Vocational High School - Mechanical Division, 12th grade Student, MLMM Scholarship Recipient

“THIS OPPORTUNITY IS LIKE A DREAM” When I was in 9th grade, some people came to school from the Vehbi Koç Foundation and told us about the scholarship. They interviewed us for the scholarship and I won. We have to complete an apprenticeship in the 10th and 11th grades. Many people can’t get into the Divan Hotel as an apprentice but I was at an advantage because I had the scholarship. For someone like me to be included in the staff of the Divan at the age of 17 was like a dream; I still work there. Working at corporate environments such as the Divan is both difficult and wonderful for apprentices. Thanks to this project, I was able to capture more opportunities for myself in my high school years and I also spent time in pursuing my hobbies of philosophy and art. I want to do more of this. I know I can do this for as long as I know that the Vehbi Koç Foundation is behind me. I would like to go abroad, go to school abroad, and then come back and work at a high level job as a manager. Of course, I would be happy if I could do this at the Divan. Taşkın Taşsın, Graduate of Etiler Hotel Management and Tourism Vocational High School - Food and Drink Services Division, MLMM Scholarship Recipient

AN ORIGINAL PRODUCT OF MLMM: THE SCHOOL & BUSINESS COLLABORATION MODEL ONE OF THE MOST IMPORTANT OUTCOMES OF THE VOCATİONAL EDUCATİON: A CRUCİAL MATTER FOR THE NATİON PROJECT IS THE SCHOOL & BUSINESS COLLABORATION MODEL. THIS MODEL, WHICH MATURED SLOWLY AS EXPERIENCE WITH THE PROJECT ACCUMULATED, IS AN IMPORTANT GUIDE FOR ORGANIZATIONS THAT ARE INTERESTED IN TAKING ON SIMILAR PROJECTS. 24

Since 2006, MLMM has created a snowball effect that has opened up a steadily growing process of awareness. Following the first steps taken to build up cooperation between the government and the business community, a unique model was introduced into the realm of vocational training by what eventually evolved into a group of 20 Koç Group companies that contributed to the development of the process. One of the fundamental problems Turkey has had with employment over the years is the issue of providing industries with qualified personnel. Businesses try to overcome this issue by investing profusely in their human resources and providing long-term in-house training opportunities. On the other hand, many young people with diplomas from vocational schools are finding it difficult to find jobs appropriate to their competencies and training. As Koç Holding Foreign Relations and Corporate Communications Director Oya Ünlü Kızıl said at a meeting regarding the project, «The only way that young people can fulfill their career potentials with a background in vocational and technical

“WE WERE INFORMED OF THE GOOD NEWS FOR THE TURKISH ECONOMY AND THE TURKISH PEOPLE” As part of the private sector, we had a historical problem before us. In every era, it was difficult finding well-educated, qualified personnel. So I said to myself, “Here’s an opportunity to overcome this.” The School & Business Collaboration Model enables us to train our prospective personnel while they’re still in school. Even if we don’t employ them, they will be able to work at different departments, different fields as they will be trained and ready. What could be better for our sector and the country’s economy? Mustafa Gürsoy , Fiat 5. Mustafa Gürsoy , Fiat 5th Region After-sales Manager, Company Representative, İzmir

training is if they can enter the work forces and become employed under conditions that are befitting to human dignity.» It was to serve this two-faceted purpose that the School & Business Collaboration Model was developed within the scope of MLMM. It was foreseen that this approach would include the development of cooperation with the relevant divisions of the vocational schools so that the needs

of the businesses within their production processes could be met. In matching businesses and schools, there was benefit in creating original and creative solutions unique to the particular sector, sometimes within the businesses and their departments, at their factories, and sometimes at the schools. Over the course of the project, the focus was on using the collaboration model for creating a qualified young work force for the particular sectors that the economy had a need for on a national scale.

“ONE OF THE GREATEST MISSIONS OF THE PROJECT WAS TO BE AN EXEMPLARY MODEL” Vocational education in Turkey is fundamentally a matter that is defined within the responsibilities of the Ministry of National Education. The reason the collaboration with the Ministry of National Education could advance in this way was because the other natural party in the issue was the private sector. Since the Koç Group harbored so many different types of companies within its organization, we had the chance to try out and see how a vocational education model based on collaboration could work and be implemented. Usually a company collaborating with a school would act together in a single sector but we found the opportunity to test out how the same model could be implemented in different sectors. The project’s management system was organized on the basis of having the companies move onto the field. Over the period 2006-2010, we matched our different companies with schools that were providing training in their particular areas of business. As contacts were initiated, everyone saw what more could be done and all of a sudden, many different stories came alive. One of the greatest missions of the project was to be an exemplary model. That is why we turned the school & business collaboration into a model for others. Later, we prepared a guidebook for this model together with the foundation Yaşama Dair Vakıf (Foundation for Life-YADA). We want to carry this guidebook into a virtual portal and create a space where schools and businesses can match up. Burcu Gündüz, Koç Holding Corporate Social Responsibility Specialist

“INCREASING OUR NATIONAL COMPETITIVE POWER, CONTRIBUTING TO OUR COUNTRY’S DEVELOPMENT, AND STRENGTHENING THE RELATIONSHIP BETWEEN EMPLOYMENT AND VOCATIONAL TRAINING IN ORDER TO COMBAT UNEMPLOYMENT ARE NECESSARY AND IMPERATIVE.” Mustafa V. Koç, Chairman of the Board, Koç Holding

“MY SCHOOL AND MY STUDENTS ARE NUMBER ONE” Becoming a part of the School & Business Collaboration Model became a milestone for our school. Our children have all changed so much. I find it hard to express this in words because everything happened in front of my eyes. They became more agreeable, more positive. Because they were able to look toward the future with hope, their violent tendencies were pared down. They now know that the world is a place in which they will come out as winners, not losers. The way they walk in school has even changed. Soon I even started doing something different: If I saw a student with a problem, I would convince him to join the project. Two months later, his parents would come in and say, What have you done to our child, he’s even behaving better at home. They’re doing better because they’re changing. At registration time, I get swamped with visits from parents. The demand for our school has increased by almost 50%. The parents of our students are constantly putting pressure on us. Osman Yeşilçimen, Principal, İzmir Şehit Çağlar Yücel Technical & Industrial Vocational High School and Maritime Anatolian Vocational High School

This model is flexible enough so that it can be implemented immediately by a business of any size. During the process of the project implementation, the School & Business Collaboration Model was shared with 600 companies, 100 chambers of industry and commerce and 80 non-governmental organizations, becoming an inspiration for projects undertaken by a host of enterprises. The efforts to develop the School & Business Collaboration Model also made modest but effective contributions to creating new areas of cooperation in vocational training between public and private stakeholders. The reality behind the originality of the School & Business Collaboration Model is its ability to create new and as yet undefined areas and to move easily into those areas. The collaboration increased the flow

of innovation and creative initiative from the enterprises into the schools, and this made an impact on student achievement and heightened the quality of education, causing an effect that was multiplied in many fields. The biggest and most measurable effect the model had on students was that they were able to make plans and channel themselves into the vocation for which they were being trained. There are many examples, in fact, of changes in choice of school and accordingly of vocation. Thanks to the flexibility of the model, new solutions were formulated according to need and these were generated by a consensus among those who actually showed a demand for the particular need. Among the fundamental reasons scholarship students tend to practice the

“WHAT WE DID MADE US SAY THAT WE HAVEN’T GONE THROUGH THIS LIFE FOR NOTHING” We test students for vocational aptitude before and after training. Ninety percent of the children who say that they won’t be working in the field they’re studying change their minds after this. This is a medal of honor that every vocational teacher all over the world can wear on his chest until the last day of his life. That’s when you can say that none of the difficulties you went through were in vain. You turn around and feel thankful. You feel happy that you’re living in this world... Atilla Arı, Diyarbakır Türk Telekom Vocational High School Guidance Counselor

“EVERYTHING’S BECAUSE OF MLMM, AND THAT’S A GOOD THING” I come from a family of eight siblings. I went to a regular high school for one year but I couldn’t see a future for myself there. I was always looking around to see if there were other opportunities for a different type of education. One day I saw the advertisements for the Vocational Education: A Crucial Matter for the Nation. I had no hope but Diyarbakır was included in the project. I found the appropriate school and dropped out of my other school. The first thing I did was go to the school principal. I was registered immediately at Arçelik Academy. Now I’m attending the Electric and Electronic Division. I’m doing very well in my classes. I’ve even started to set up circuits by myself. My goal is to study Electricity, Electronics Engineering. I see myself as an electrical/electronic engineer in ten years time. I recommend this high school to all my friends. Everybody who thinks they can’t attend a regular high school, that they have no future there, should come to this school. İrfan Yıldırım, Diyarbakır-Kayapınar Türk Telekom Anatolian Technical High School, Arçelik Laboratory 12th grade student

THE DIFFERENTIATING CHARACTERISTIC OF THE SCHOOL & BUSINESS COLLABORATION MODEL IS ITS FLEXIBILITY IN TERMS OF ADJUSTING ITSELF TO CHANGING NEEDS OVER TIME. NEW SOLUTIONS WERE FORMULATED ACCORDING TO NEED AND THESE WERE GENERATED BY A CONSENSUS AMONG THOSE WHO ACTUALLY SHOWED A DEMAND FOR THE PARTICULAR NEED. vocation they have been trained for after they graduate is because of the successful training they received and how it blends so seamlessly with practical applications. The laboratories set up in the vocational high schools through the sponsorship of the Koç Group of Companies certainly increased the students’ motivation and led them to adopt a warm and close attitude toward the vocation they had been trained for. The social activities that MLMM offers as part of its program have an impact on students’ lives beyond what they could ever have expected. For example, in March 2011, one of Turkey’s most prominent graphic artists Mengü Ertel held an exhibit that proved to be an opportunity for vocational high school students in the graphics department to visit and take photographs, providing an experience that broadened their horizons even more than expected. Again, some of the students captured the opportunity, within the scope of MLMM, to go abroad and observe vocational training, visit factories, going far beyond what they had even dreamed of doing.

The differentiating characteristic of the School & Business Collaboration Model, which forms the basis of the Vocational Education: A Crucial Matter for the Nation Project, is the flexibility with which it can adjust itself to emerging needs over time. In line with this, the components of the model, that is, the scholarships, apprenticeships and employment opportunities, have developed and grown over the course of the project. The many components of the model resemble a living organism that moves together in harmony with the MLMM project team. Besides the Vehbi Koç Foundation, a representative of each one of the 20 Koç Group companies was responsible for the implementation of the project in the general organization of the Vocational Education: A Crucial Matter for the Nation Project. These company officials as well as the Vocational High School Coaches took part in the “Company Officials in Charge Platform.” The general aim of this was to ensure the suitable implementation, execution and reporting of the project designed and directed by Koç Holding. A web portal has also been specially designed for MLMM management. This portal offers a channel where all of the components of the project, including 8000 scholarship recipients, 264 schools, 21 corporations and a total of 579 vocational high school coaches, can act together in partnership. The collection of scholarship applications, the subsequent interviewing process, are executed through the coordination of the Vocational High School Coaches and the school administrations, and the procedures that winning applicants must carry out to complete the documents are handled electronically. In addition, the portal is a channel through which the vocational high school coaching system, which was inaugurated in September 2007, and module follow-ups can be tracked.

“NO ONE WILL HAVE ANY INTEREST IN SOMETHING THAT DOESN’T SUGGEST ANY HOPE” “ACTUALLY OUR STORY WAS MORE ABOUT GIVING PEOPLE INSPIRATION AND LEAVING FOOTPRINTS BEHIND. WE BECAME AN INSPIRATION TO SCHOOL PRINCIPALS, THE MINISTRY OF NATIONAL EDUCATION, TO MANY OTHER COMPANIES, TO OUR OWN EMPLOYEES, OUR GENERAL MANAGERS AND TO THE TURKISH PUBLIC. WE NEVER CLAIMED THAT WE WOULD DO SOMETHING OUT OF THE ORDINARY OR TAKE ON THE DUTY OF BEING A TEACHER. ALL WE DID WAS BELIEVE THAT IF WE GO INTO A PROBLEMATIC AREA WITH SUGGESTIONS, CREATIVE IDEAS WOULD COME AND FIND US IN THE END. YES, WHAT WE DID WAS EXACTLY... THINKING OUT LOUD!” → The Vocational Education: A Crucial Matter for the Nation has developed a new model under the name of School & Business Collaboration. Could you tell us how this model was born? Think of this: You have a lot of ingredients that can be blended into a wonderful dish sitting right in your hand and all you have to do is do a little ad-libbing. Because nobody has told you what kind of a dish it will be, nothing about use such-and-such ingredients, make it taste like such-and-such, and make something that tastes like such-and-such. The beautiful part about this is that: It’s sure that you will be a

leader in this, and it’s sure that you will make up something new. The second good thing is that you have the courage and confidence to move on into as yet undefined areas and new territory. The differentiating parts of our project are actually that it is not based on any precedent, that it learns as it goes along and because of this, it develops over time by blending needs and creativity. This is how the School & Business Model was created. How can we have our companies participate in the project? We can have them participate with their own corporate identities. The corporate entity is manifested in the identity of the general manager and above the general

manager, the CEO, the presidents and the Koç Family. Other factors that go into having a company participate are employees, financial resources, reputation and the company’s footprints. We worked on how to match our assets with the areas that needed solutions. This is what we found: First, we have to select our scholarship students, but then, we want to support those students with apprenticeship and employment opportunities. Under which conditions will these needs be matched to each other? Firstly, by proximity to the students. We have to be close to where they are located. Secondly, we have to be close to them not only geographically but functionally.

This is the point that you move out into the sector, to another city. Subsequently, besides reaching the children with papers, circulars and letters, we have to reach them using the human factor. We started to think about how we could position our employees in order to be able to pick out scholarship students that place importance on vocational training and see it as a key to their future. Then we said, “What kind of employees, who would be appropriate?” When we thought about it some more, we started to think it should be those that have dedicated themselves to vocational training, people who want to work in such a social responsibility project, and so we came to the conclusion that participation should be on a volunteer basis. The system shouldn’t be centralized--everyone should work from his own city, district, assembly line, branch, sales unit, wherever the employee may be-we want those people to reach out to the scholarship recipients from the value chain. This was how it’s been possible to manage the project in 81 provinces. We’re talking about 264 schools, all of them vocational schools, all of different sizes, focused on different topics, all in different stages of development... Some of them are very developed vocational high schools; some have been left in a corner, gone by unnoticed. We showed all of them the same care, assigned the same value, attributed the same importance to all of them and for as long as we were able to match them up with our companies, we found the opportunity to touch them all through the work of our vocational school coaches. When you really look at it, the point at which the project starts is at a leadership position. You can see the courage and confidence of that leadership. The Koç Group’s affirmation of such a project, its confidence in this investment represents a serious commitment both in the long term and in terms of finance and human resources. At this point, it is confidence in the Turkish people, confidence in Turkey and confidence that this investment will be worthwhile. This is the point of this project where leadership actually starts. The Koç Family and Koç management have taken a solid stance with this project. We can see that that leadership has taken on different dimensions over the life of the project. From the very first up until today, the general managers of our companies in the different sectors--from the tourism sector to refinery management, from the different energy segments (from Arçelik to Tüpraş, from Koçtaş to Tat, Düzey, Otokoç, Birmot, Ford, Tofaş)--to many other different sectors--have

stood up for this project, using the unique resources of their respective companies to make the project their own. Our vocational high school coaches who worked in their own fields with the same enthusiasm followed them. The Vocational High School coaches said, “I can make a difference. I can add value to vocational high school students by touching them, sharing with them my eyes, my mind, working to create a more brilliant future for them.” This story has ended up becoming a story of courage. Leadership has taken to the fields and created new projects. Because each vocational high school coach who forms a bond with the school is dedicated to an individual entrepreneurial and innovative approach that focuses on what more can

its permanence. That is why that in the second half, we focused on designing new mechanisms. “Actually Our Story Was More About Giving People Inspiration And Leaving Footprints Behind. Creating permanent partnerships, making permanent differences, ensuring the permanent impact of the project by working with different civil organizations, contributing academic studies, guidebooks on how to establish and develop a school and business collaboration--these were our concerns and so we worked by setting up examples. Most recently, we have been preparing a portal. We are trying to make that portal available to both schools and corporations in a virtual environment so that appropriate matches can be made as to needs, sectors and

When you really look at it, the point at which the project starts is at a leadership position. You can see the courage and confidence of that leadership. The Koç Group’s affirmation of such a project, its confidence in this investment represents a serious commitment both in the long term and in terms of finance and human resources. be done. The coaches produced new ideas together with the students they coached. We supported this centrally with project competitions. Thus, we have completed a full 360-degree cycle. Sometimes our companies invested in their own locations, their own districts, sometimes in the schools, investing in new laboratories, a new curriculum, all to create a better-educated young population. This is how we entered the second stage, the redesigning of the project, this time watching it evolve for permanence.

reciprocal development opportunities. We have a partnership with the Association of Private Sector Volunteers and we are involved in academic efforts in the context of the Educational Reform Initiative. In the next period, we wish to establish new collaborations with professional chambers and industrial chambers to create permanent traces in their organizations.

İ. Aylin Gezgüç Elveren, Koç Holding Foreign Relations and Corporate Social Responsibility Coordinator

→ In the second stage, you brought this idea into a model that could be reproduced... The first stage was carrying out the project and the second was making the project more widespread. In order to prevent the project from becoming a footprint in the sand, we need to produce mechanisms that will ensure

“SINCE THE VERY BEGINNING, WE FELT LIKE WE HAD TO DO SOMETHING OUT OF THE ORDINARY. EVERY STEP WE TOOK HAD TO BE UNIQUE. OUR MAIN PROBLEM, THE BIGGEST CHALLENGE FACED BY THE STUDENTS WE SUPPORTED WAS AN EDUCATION LACKING UPDATED INFORMATION AND EQUIPMENT. SO WE THOUGHT, IF WE COULDN’T CHANGE THE OUTDATED SYSTEMS IN SCHOOLS, MAYBE WE COULD TRANSFORM OUR COMPANY INTO A SCHOOL. UNDER OUR ROOF THE STUDENTS COULD TAKE THE COURSES OF THEIR CHOOSING, BOTH THEORETICAL AND PRACTICAL, USING MODERN TECHNOLOGY. IN 2009, WE WON THE WORLD BANK’S CREATIVE DEVELOPMENT IDEAS CONTEST WITH OUR “MY SCHOOL IS AT THE AUTHORIZED SERVICE” PROJECT. I CAN’T EVEN BEGIN TO EXPLAIN THE FEELING OF JOY IN THE AIR. I REMEMBER SMILING TO MYSELF FOR DAYS.” Mürsel Yakut, Birmot İzmir Branch Manager, Company Director for the MLMM Project

SCHOLARSHIP THE GOAL OF THE MLMM PROJECT WAS TO PROVIDE “INTERNSHIP-SUPPORTED VOCATIONAL HIGH SCHOOL SCHOLARSHIPS” TO AT LEAST ONE VOCATIONAL HIGH SCHOOL IN ALL PROVINCES ACROSS TURKEY DURING A SEVEN-YEAR PERIOD (2006-2013). THE SCHOOLS WERE SELECTED IN CCOPERATION WITH THE MINISTRY OF NATIONAL EDUCATION. THE GOAL WAS TO REACH 8000 STUDENTS BY ENROLLING 2000 STUDENTS INTO THE SYSTEM EVERY YEAR FOR A PERIOD OF FOUR YEARS.

Given the dynamics of the 21st century, constantly evolving and changing nature of professions requires a strong foundation of basic skills and competencies from all individuals graduating from secondary education. In this new age, popular approaches to education are those focusing on literacy and numeracy skills, basic competence in information technologies, adaptation to the workplace, access to the correct information, communication, decision-making and responsibility, creativity, critical thinking, problem solving and self-development. As Vehbi Koç Foundation, we have been striving to help Turkey progress for the last 45 years. As we endeavor for a more developed Turkey, we draw our strength from the philosophy of our founder Vehbi Koç: “I live and prosper with my country”. Erdal Yıldırım, Vehbi Koç Foundation General Manager

Receiving a scholarship was only the first step of being a part of the MLMM Project. These first steps taken into this new world led to creation of new stories on the personal lives and learning processes of these students.

By evoking a sense of accomplishment, the scholarship added meaning to the students’ lives, boosted their self-esteem, and created a positive impact on their feelings of love and trust towards their future professions.

The selection of the 8.000 students to receive scholarships from Vehbi Koç Foundation was too valuable to be dealt with a simple, on-paper application process. Therefore, a portal was set up to implement a two-stage selection process, where the applications would be evaluated first, and where in the second stage Koç Group employees, in association with school managements, would make the final selection based on the students’ interests in the profession, needs, and vocational aptitude.

One of the most important criteria taken into consideration for the selection of scholarship students in the MLMM Project was affirmative action for female applicants. To act on the principle of equality, MLMM gave female students priority over other applicants with same qualifications. Therefore, the project contributed to providing a solution for one of the main problems facing the Turkish education system, that of “school-age girls not being sent to school”.

“I WILL SHOW WHAT I AM CAPABLE OF NOW, BY GETTING INTO UNIVERSITY” We are three siblings. It was not easy, growing up with two brothers. I grew up hearing, “You are a girl, you can’t do that” all the time. But that only served to make me more stubborn. All my life, I tried to achieve what I had set in mind. When I reached high school age, my father wanted me to attend a regular high school. But I had other plans. I insisted on attending a Vocational High School. My mother said, “If you want to convince your father and your brothers, you will have to give them a reason for it.” That evening, I showed the MLMM poster to my father. “If I attend a vocational high school, I will be receiving scholarship throughout my education, so I will be contributing to our family while I study,” I told him. “Well then, show us what you are capable of,” my father said. I enrolled to the school. I worked hard, passed the auditions, and received my scholarship. Thanks to this project, I feel more secure about my future. They had individual interviews with us before enrolling us into the project. They evaluated our grades, our overall situation in our schools; and students deemed suitable were accepted into the project. There are two other girls with me in the project, the rest are all boys. My dream is to become an Electrical and Electronics Engineer. I want to study in Diyarbakır; I don’t want to leave my hometown or my family. I would be concerned about my future if I had not come here, but Arçelik is providing job opportunities for us. We regularly meet with project managers. They help us with any problems we might have. My friends, who attend regular high schools, wonder about my school and the project. They are amazed by how interested I am with all this, as a girl. I am glad to be a part of this project, because thanks to it, I don’t fear what the future holds for me. Şenay Bozaroğlu, Diyarbakır-Kayapınar Türk Telekom Vocational High School, Arçelik Laboratory 12th Grade Student

“IT FELT LIKE I WAS OVER THE MOON” My grandfather was a lathe worker, and I had an interest in machinery since I was young. The Department of Machine Technologies did not have a single female student for 19 years. Our department chief, after finding out about my choice, invited me to the workshop. He called me to a lathe machine, started it, and asked me if I felt ready to work with equipment like that one. I told him that I could, and that I really wanted to study this. “We will consider your choice of department, but don’t get your hopes up,” he said. When I returned home, I thought I wouldn’t be accepted into the department, and I cried. Later on, my mother and I went back to the school to meet with the Assistant Headmaster for Technical Affairs. He told us that the workshop had no locker room for girls or a girls’ restroom, and that it could cause difficulty for me. I told him that I could use the restrooms in the main building. He realized how enthusiastic and insistent I was, so I was accepted as the first female student of the department. The following year, two of my girl friends also chose the Department of Machinery. Currently, there are three girls, myself and two other girls from the 10th grade, studying at the Department of Machine Technologies. The Anatolian Girls’ Vocational High School that I attended on 9th grade was not being supported as part of the Vocational Education: A Crucial Matter for the Nation project. So I only learned about it when I got here. I made friends among the scholarship students. I thought how lucky they were, because of their level of education and the scholarship and financial support they were offered. After the laboratory training, we met the Vocational High School Coach and Guidance Counselor, who told me that there had been an opening, and that I could receive MLMM scholarship. It felt like I was over the moon. I don’t even remember how I rushed home to give my mother the good news that evening. I consider myself very lucky. The fact that Koç Holding chose our school and built a measurement laboratory makes our school very lucky, too. Our teachers also talk about how content they are. Deniz Yılmaz, Karamürsel 100. Yıl Technical and Industrial Vocational High School – Department of Machinery, MLMM Scholarship Receiver, Graduate

“YOU FEEL MORE SECURE AS YOU SHOULDER RESPONSIBILITY” We are originally from Erzurum. We used to live in Erzurum, but due to my father’s work, we moved to Bursa. Our family has been jewelers for generations. We moved to Bursa after going bankrupt in Erzurum. My father works in an exchange office now, while my mother works in a supermarket. I have one younger sibling, who is in the last year of middle school, preparing for the high school exam. When I was a kid, I always said I wanted to be a translator. While I was filling the high school application form, I was told that I had to fill all my choices. Necatibey Girls’ Technical and Vocational High School caught my eye with the Department of Accommodation and Travel Services. As it was also about speaking foreign languages, I went ahead and added it to my list of choices. Currently I am learning only the English language. Since I was a kid, I always wanted to be a translator, or an English language teacher. The scholarship helped me a lot. I used the scholarship for my education and personal expenses. As it helped me, it helped my family, too. It will also help our employment, as scholarship students will be given priority in job applications. I learned many things thanks to the internship. You feel more secure as you shoulder responsibility. You notice that you are capable of achieving something, and that makes you happy. Before the hotel, I was doing my internship at a travel agency, and my achievements in both jobs made me so happy. Financially I benefited a lot too.. I am not a very outgoing person, but thanks to the scholarship, I can spend a little more, like for going to the movies or to the theater with friends. I believe this project will provide immense benefits for vocational high school students. One has to think about her future and her vocation first. As the name implies, it is about our vocation. We are learning the theory and practice of our chosen profession here, and we can improve it by continuing on to university.

Medine Nur Bektaş, Osmangazi Necatibey Anatolian Girls’ Technical and

Vocational High School - Department of Accommodation and Travel Services 12th Grade Student, MLMM Scholarship Receiver

“IF IT WEREN’T FOR US, TURKEY WOULD NOT GO FORWARD” All my siblings are employed. In our house, everyone contributes to bring something to the table. When I reached high school age, I thought, I had to make a living as soon as possible, to ease some of my mother’s burden. As I realized when I started school, the life I dreamed of was not that easy after all. The school made use of outdated technology, and graduates were having a hard time landing a job. At the same time, they call us “mechanics”. I didn’t like that name at all. Then, one day, I saw a poster in the school. Koç Group was providing scholarship and internship opportunities. When I received my scholarship money for the first time and went home, my mother was moved to tears. I felt so proud. We learned here about importance of attention to detail. For example, if you were dismantling an engine at school, and missed one screw during reassembly, nobody would care. But here, even a single screw is crucial. One missed screw can cost lives. I love my job now. We are not simply people who repair, we are much more than that. If it wasn’t for us, the starter would not work, the engine would not start, the wheel would not spin, the car would not advance. If it weren’t for us, the Vocational High School Students, Turkey would not go forward. And because of that, we are very valuable. We stand on the good side, the right side of life.

Necati Arık, İzmir İdari Ateşe Şehit Çağlar Yücel Technical And Industrial Vocational High School and Maritime Anatolian High School – Engine Department 12th Grade Student, MLMM Scholarship Receiver

COACH SUPPORT THE BIGGEST CHANGE BROUGHT BY THE PROJECT WAS ACHIEVED WITH THE CONTRIBUTION OF THE VOCATIONAL HIGH SCHOOL COACHES. PROVIDING SUPPORT TO SCHOLARSHIP STUDENTS IN MANY AREAS, THEY WERE PART OF THE UNIQUE FOUNDATION OF MLMM Vocational High School Coaches (MLK) to support scholarship students throughout their education were selected among twenty Koç Group companies and Migros. 579 volunteer MLKs from 76 cities, undertook the following tasks: • Selecting scholarship students, • Supporting and improving the personal development of students, • Monitoring and evaluating school success, • Support and follow-up throughout the internship and employment processes, • Any effort and initiative aimed at improving the capacity of chosen schools. The conception and development of the idea of coaches to serve as role models to the students in the MLMM Project has a story of its own. In fact, the conception and subsequent implementation process of this idea itself says a lot about the project’s flexibility and its ability to shape lives. The project had to stand on strong pillars to accomplish its goals. For this reason, HR Managers of the 10 largest Koç Group companies worked in partnership with Koç Holding employees to develop the framework for the project. The plan was to localize the project by expanding it to companies’ regional networks following a four-month preparation period. In the first step, we decided that selection process of scholarship students was critical. The second step was to ensure that schools offering scholarship directly overlapped with company’s business lines and operational areas. Schools were re-evaluated based on this data,

and as a result, 75 of the 183 schools from the first year would not offer further scholarship in the following period, while 67 new schools were included in the project. This way, the aim was to form relationships more naturally between companies and schools. As this work continued, some deviations were made from the principle of companyschool matching in some provinces, to create a beacon of hope in every province. In such cases, the aim was mostly to support girls by focusing the efforts on girls’ vocational high schools. In the following period, the idea was to assign Koç Group employees to select scholarship students. Thereon, the MLMM project also became a crucial matter for these volunteers, who eventually earned the name of “Vocational High School Coach” (MLK), or “MeLeK” (Angel), and started playing a more prominent role in the personal and professional development of students. The Vocational High School Coach, based upon the traditional culture of “lending a hand”, was a model of “elder sister/brother with a successful career, acting as a counselor”, with clearly defined boundaries and essence. The modules that brought together scholarship students with Vocational High School Coaches were designed with the goal of training highly confident young people with good time-management skills, who would live an organized life and explore their potential while participating in problem solving and teamwork as active citizens. Twelve modules were developed under four different themes, with plans to implement three of these modules by Volunteer Vocational High School Coaches every year. These interactive modules are offered to groups of scholarship students in the form of group studies and games, with the participation of guidance counselors and/or the deputy headmasters.

“Teamwork”, “Problem Solving” and “Project Management” topics. For the 12th graders, the module was titled “Getting Prepared for the Business Life”, and covered studies under “Business Ethics”, “Entrepreneurship” and “Preparing my CV and Interview Techniques”. As they became the secret heroes of the project and played a major role in its success, it came as no surprise that the coaches would create their individual stories of it, or become part of others.

The part of the project I most envied was that all students had their own Vocational High School coach. I can’t help but wonder what I would have done differently if I too had a coach while I studied in a vocational high school. Neslihan Karaosmanoğlu, Vehbi Koç Foundation Project Manager

“I Am Discovering Myself” module developed for 9th graders had the main topics “Towards the Goal with Confidence”, “Time Management” and “Career Guidance”. Following this first-stage module, “I Am a Responsible Citizen” module for 10th graders covered the topics “Responsible Citizenship”, “Project Development” and “Project Competition”. 11th grade module “Adapting to Life” included

Besides helping achieve the goals set by the Project, the coaches left an unforgettable impression on their students. This touch no doubt also filled their hearts with joy and pride. Koç Holding delegated the management of Vocational High School Coaches program to the Private Sector Volunteers’ Association (ÖSGD) in June 2012. These two organizations had first crossed paths in 2009, when Koç Holding’s Vocational High School Coaches was chosen the most successful volunteer project in ÖSGD’s “Awards from Heart”. The Coaching program was perfectly in line with ÖSGD’s goals to build a dynamic relationship between the community and the private sector, and to lead the efforts to spread volunteerism in the private sector. Following the delegation of the program, in the 2012-2013 school year, 310 volunteers from ÖSGD member companies reached out to 1550 students in 55 Vocational High Schools.

“MLMM COACHES EXPANDED OUR VISION” As public servants, our perspectives are a bit static. In line with the vision of MLMM coaches, we participated in informative and educative activities, continued development of school-business collaborations, and ensured our school would play an active role in these efforts. My outlook on life has changed, my vision has expanded, and I realized we could succeed in brand new projects. I learned that industrial companies and people around us were willing to mobilize their resources to help us. Ali Kolayel, Karamürsel 100. Yıl Technical and Industrial Vocational High School – Department Chief of Machine Technologies

Photo from coach training, 2007.

2012 MLK Meeting.

2010 MLK-School Representatives Meeting.

“VOCATIONAL HIGH SCHOOL COACHES HAVE CHANGED EVERYTHING” Vocational high school coaching was one of the most effective components of the project, as students at schools with Vocational High School Coaches benefited more from the project. Furthermore, coaches acted as a bridge between the school and the companies. Thus, industry-specific projects were developed, which in turn helped improve vocational education at schools. On the other hand, while our country’s young population is declining progressively, we are still in a better position compared to developed countries. What this young population primarily needs is social development opportunities. On another front, there is this problem of unemployment; but that’s not different issue that cannot be solved through vocational education alone. Also finding jobs to these students is not sufficient in itself to integrate them to society as active citizens. The fact that these students also required opportunities to socially develop themselves was one of the key goals of developing the vocational high school coaching. The social impact report prepared in 2010 to evaluate the first four years of the project revealed a positive impact on both student development and Koç employees, and showed that the companies created greater added value on a corporate and sectoral standpoint. Burcu Gündüz, Koç Holding Corporate Social Responsibility Specialist

“WE NEEDED A ‘LEVERAGE’ AND WE FINALLY FOUND IT” We had a brainstorming session while shaping the project. Finally, we came to this conclusion: Yes, scholarship is an important tool for the development of vocational education, but by itself, it is not enough for us. Similarly, all examples worldwide have shown that scholarship alone was not enough to achieve the desired effect. We had started to see the same indicators in our own example. We needed more visionary and more functional tools to bring about a more profound change in vocational education. That is how the idea of “Coaching” was born. Coaches stepped in the selection of scholarship students according to our criteria, but their main function was to act as role models on the field, who would take part in the subsequent internship, job placement, training, career planning and guidance of scholarship students. I believe this project has created a multi-layered effect. First, it motivated the students, making them feel worthy for their choice of receiving vocational education. It also increased the reputation of vocational education schools. It made a modest, but meaningful contribution to Turkey’s pool of qualified workforce. It also created a positive impact on social peace through happy, productive individuals and their parents. Coaching is a major part of all these interactions.

Barış Ünlü, Arçelik, Company Director for the MLMM Project

“I AM ONE OF THE WINNERS OF THE PROJECT” The challenges we had to overcome were not only about vocational education. I worked in regions where a high percentage of students came from large families with limited income. We had students, shaped by these challenging living conditions. But I guess hardships make people more determined and hopeful. At such a point, change is happening faster and with more commitment. Together with them, we developed programs, ranging from basic to advanced. We organized events such as responsible citizenship training programs, CV writing techniques, social events, factory visits, etc. We often had heart-to-hearts over a shared meal. As I am also a vocational school graduate, my engagement with the project began as a volunteer duty. But in time, the positive impact I witnessed as we touched their lives, made me a more social and hopeful person. After this project, I participated in Koç Group’s “No Barriers” awareness training as an instructor. I took part in Umut Işığı (Ray of Hope) Women’s Cooperative. I served as the head coordinator of youth and democracy in Local Agenda 21. We built a library in Ağaçlı township in Kulp district of Diyarbakır. I participated in collecting books and constructing the library. What did I gain from this project? It made me a more effective person, helped me strengthen my communication skills, and made me realize that life is not just about my workplace, and that there are thousands of life stories out there. Felat Alabaş, AYGAZ Diyarbakır Plant Operations Manager, Vocational High School Coach

“WE AIM TO CREATE A ROLE MODEL FOR STUDENTS” I graduated from Adana Automotive Vocational High School. Afterwards, I studied to become an Automotive Teacher in Gazi University. It is an honor to participate in this project as a vocational high school graduate. If I were given a similar opportunity back then, I would have been in a different place now. I see myself in these students, I encourage their development, I constantly think about further steps we can take to facilitate it, and I try to become a role model for them. In fact, I am where I am right now because of a role model. Back when I was a student, I met an education specialist during a university trip to a factory, and I was very impressed. He was well educated, eloquent in his speeches, self-confident and charismatic, and I wanted to be like him. The coaching program of MLMM offers such role models. I found my role model at a later stage in university, but thanks to this project, students can find their role models at earlier stages, during their high school education. Success rate of our students increased after they were included in the project. They started studying harder not to lose this opportunity. They turned into more aware, conscious individuals who could express themselves better. As they share this culture, the difference between former students of MLMM project and other employees is so clear. You can tell it from their attitude and their strength in expressing themselves. Getting involved in this project is a different feeling. As I have been down this road myself, it is pleasing to see the opportunities provided, and the importance attached to vocational education. I started to recognize leadership qualities in myself while I was working with the students. I feel like a better team player now, and that provided additional benefits. I also applied my learnings in my company. Abdullah Aslan, Türk Traktör, Company Director for the MLMM Project

“WE CAN CLEARLY SEE THAT, WHEN THE OPPORTUNITY IS PROVIDED, OUR YOUNG PEOPLE ARE CAPABLE OF ACHIEVING AMAZING RESULTS. ANY STEPS TAKEN BY THE PRIVATE SECTOR TO PROMOTE THESE OPPORTUNITIES WILL BRING ABOUT MAJOR CHANGES IN COMPANIES, OUR YOUTH, AND OUR SOCIETY.” Ali Y. Koç, Koç Holding Board Member

“I AM A VOCATIONAL HIGH SCHOOL GRADUATE, TOO” I saw this project both as an opportunity and as a chance to repay my debt, because I had also embarked on life after graduating from a vocational high school. In this project, we did not simply leave the new technology to the hands of the students and left them to figure out what to with it on their own; we actually experienced it along with them. When they made a mistake, we tried to understand the reasons behind it together. When they succeeded, we celebrated it together as well. Students in the MLMM Project are not just passive learners. They are an active part in all processes. Therefore, as they are developing and perfecting themselves, so are we. This is a mutual process. The first change I witnessed in our friends here is hope and ambition replacing the fear of their chosen industry and occupation. Those who arrive here with doubts about their future profession develop the idea to further their education by attending colleges and becoming engineers. Their self-confidence boosts. The most concrete result of the project is the fact that students have changed their decisions about performing their professions. Almost all our friends, who previously had doubts about their future occupation, are now confident about their choices. They say, “Yes, we will do this job.” I was also touched deeply by this project. I realized that a person lives as he dreams, and he can only achieve happiness and success by realizing those dreams. Murat Tümer, Birmot Damaged Vehicles Supervisor, Vocational High School Coach

“I FEEL LUCKY TO BECOME A VOCATIONAL HIGH SCHOOL COACH” I have been serving as a volunteer high school coach for five years. During this time, we made a major investment and built a CMM laboratory for the school. We trained CMM measurement technicians in Turkey for the first time. We built the laboratory, took second prize with the laboratory project, Ali Koç honored us by visiting the school and spending time with the students, and all these developments made a profound impact on our students. They gained a broader perspective on life, and a more confident attitude. The school management also released the shackles holding it back. Now, when a new project comes up, they eagerly join the cause. I graduated 11 students this year. The first graduates from this laboratory are now valued professionals. Their lives have transformed completely. We attended the same training programs offered to the students and these have also helped me to a great extent. Being a volunteer is a selfless act, and I signed up as a volunteer to support our young friends here. To this day, I feel so lucky have become a vocational high school coach and to join this project. It has been five years, but time flied like in the blink of an eye. I would gladly continue for another ten or fifteen years, because I feel like I’ve left an impression, a lasting impression. The kids call me on holidays. I am not a teacher, but I have 11 students who remember me, and call me “teacher”. This is a great joy. My personal development enhanced and so did my self-confidence. Murat Bakış, Ford Otosan Regional Manager, Vocational High School

Coach

INTERNSHIP SUPPORT AND PRIORITY EMPLOYMENT AS PART OF THE MLMM PROJECT, KOÇ GROUP PROVIDED STUDENTS WITH INTERNSHIP OPPORTUNITIES, AS WELL AS PRIORITY EMPLOYMENT AFTER GRADUATION. The primary considerations of students during their career choices were ease of employment and applicability to life. Their own desires and character played a secondary role while they made their choices based on fears. Helping them overcome these fears was among MLMM’s most significant achievements, and it has been possible through priority employment and internship opportunities. Koç Group companies provided internship opportunities to students, based on human resource needs analyses and the resources at the disposal of schools matched with enterprises. Scholarship students were offered modules, company and factory visits, seminars and cultural activities to facilitate their personal development. In addition, students benefiting from scholarship or internship were given priority in employment in Koç Group companies. The positive impact of MLMM Project’s internship program on students was evident in each period. For the first time, students stepped outside the network of relationships from their inner circle and schools. Their steps, taken timidly at first but with growing enthusiasm, also brought joy to their parents who witnessed this change, another positive impact of the MLMM project. During this internship period, which would be their first step in the long marathon of life following their graduation, they developed and reinforced their skills in socializing, self-confidence building, making initial contact with individuals and organizations, and self-expression. On the other hand, they discovered themselves throughout the internship, and enriched their personal lives by revealing hidden talents and previously unknown sides in themselves. Internship practices learned in the MLMM practices also knocked down the walls of discrimination and artificial disadvantages, and empowered students as individuals.

“IF I AM HAPPY WITH WHAT I DO, I AM A PART OF LIFE” I am from Diyarbakır. My family has four children. My father wants his daughters to go to school. He made sure I attended a Vocational High School. In school, I was always the shy one. When it was time for my internship, I was gripped with fear. Where would I go? How would I do the work I was not familiar with, among complete strangers? Some nights, my fear would keep me awake. Then something unexpected happened. Koç Group employees visited our school. They sat at the same desks with us, and told us in detail about the MLMM. They spoke with such eloquence that, their words opened a door inside me. I asked them if I could do an internship with them. Nevertheless, I went hesitantly to the Aygaz facilities. I can never forget the first day of my internship. One by one, they introduced me to everyone. Everyone was talking to us as adults. There was a rule to every job, and everyone who did his or her job was respected. That day, all my fears vanished. For the first time in my life, I had seen a workplace. Everyone was at his or her desk on time, and there was an order to every task and process. Each work was conducted in full, on time, with minimum errors. I learned how to communicate with strangers and to see a work to its completion. I understood how to keep files and how to inform

a superior. I used to have difficulty communicating with people and making myself understood. The internship helped me overcome this difficulty. My grades are so much better now. Naturally, my family is also delighted. My father says, “I expect a lot from you.” That makes me so happy. I used to wonder whether I would ever go to college. Now, I’ve conquered all these fears. If I can do so well in an office, I can study in another city, away from my family. In the future, I want to be famous. To that end, I choose two professions. I plan to be an actor or a psychologist. I am currently studying web design, but I want a profession where I can express myself to other people, or understand them better, as I had realized how happy that made me during my internship. A person should do the work that makes her the most happy. I think that the greatest wealth lies with leading a happy life. Vesile Dalkal, Diyarbakır-Yenişehir Merkez Technical and Industrial Vocational High School – Department of Information Technologies 12th Grade Student, MLMM Scholarship Receiver

“I WILL NEVER FORGET THE SUPPORT” On an auspicious day in 2008, I met with Orhan Devecioğlu, Chief of the Fiat Laboratory in Şişli Industrial Vocational High School. He was the one who made us love the automotive industry. He introduced us to the Vocational Education: A Crucial Matter for the Nation project and never denied us his support. While the automotive sector might not seem suitable for a woman at the first glance, I was always determined about what I wanted to do. I began my high school years with the support of Koç Group, and continued with an internship in Haliç Oto. On the first day of my internship, I wanted to pick the department I would work in, so I took my first step to the mechanics department to meet the foreman there. I completed a significant part of my journey here before moving to my current job as a damage assessment agent. The astonishment of everyone around me further fueled my ambition. What I wanted most was to work in not just anywhere, but in one of the departments of Haliç Oto. I could, or would, never forget the support I received during my education. Damla Sun, İstanbul Şişli Technical and Industrial Vocational High School, Fiat Laboratory Student, Graduate

“THE BIGGEST LIES HAVE ALWAYS BEEN ABOUT WOMEN. YET, WE CAN ACHIEVE ANYTHING WE SET OUR MIND TO” I grew up in a family of seven children. When I was a kid, I was always running around the house, screwdriver in hand, attempting to “fix” electrical devices that my mother was trying to save from me. When there was not a single working device left in our home, my mother told my father, “We should better sign her up to a Vocational High School.” Everyone in our neighborhood told us that a girl could not succeed there, but I showed them otherwise. When I first arrived for my office internship at Aygaz Diyarbakır Facility, I had hesitations. Despite my headstrong attitude, I was quite shy. In fact, on my first day, I was too nervous even to answer the phone. But everyone working here showed me the ropes, step by step. I was very afraid that I would make mistakes. I learned to get over that, because here, you are allowed to make mistakes. The important part is not to repeat them. I had problems with communication, now I can talk to everyone without hesitation. I learned all the technical details of office work. I managed to overcome my nervousness and shyness. I would like to pass on to others what MLMM has given to me. Gülda Demir, Diyarbakır-Kayapınar Türk Telekom Anatolian Technical High School – Department of Information Technologies 12th Grade Student, MLMM Scholarship Receiver

“WHO WANTS, SUCCEEDS” I have been involved in the automotive industry since 1989. I am a vocational high school graduate myself. As I know vocational high school students, having sat on those desks before, I know what they lack, and what they need. I had lacked the same things during my education, and I decided to support the project as a volunteer so they would not have to go through what I did. I always believe that, starting from the bottom up is very important. Particularly for someone who has set his mind on becoming a manager, a throughout knowledge of all subdepartments is a must. And that’s the case with the current internship setup. As soon as they start their internship, they work in all departments in turn. In my own career, I tried to learn all stages with my own effort. In time, my success has earned me the position of service manager. After that, I made it my goal to become the post-sale manager in three departments. I wanted, and I succeeded. That is what I always tell my friends. Egemen Atakan, Haliç Oto Post-Sale Services Manager, Vocational High School Coach

“THIS PROJECT EXPANDED THE HORIZON FOR BOTH THE STUDENTS AND US” The internship process is important for students, not only from a professional point of view, but also as an opportunity to observe and participate in business life and its workings. Tüpraş provides students with many such opportunities. We provide them with professional knowledge in school, but it is the technological and technical developments they learn here that broaden their outlook. It is not reasonable to expect schools to have their own refinery. We instruct the students on the distillation of petroleum using textbooks and images in school, but here they can see it with their own eyes, which is much different. I also believe that the project expanded our horizons, just as it did with the students. Ömer Eraslan, İzmit Atatürk Industrial Vocational High School Vice-Principal, Department of Machine Technologies

“FOR STUDENTS, THE WAY TO ACHIEVING ONE’S POTENTIAL IN VOCATIONAL AND TECHNICAL EDUCATION LIES IN ENTERING THE LABOR MARKET UNDER CONDITIONS BEFITTING HUMAN DIGNITY.” Oya Ünlü Kızıl, Koç Holding Director Of Corporate Communications And External Affairs 55

MICRO PROJECTS: LABORATORY SETUP, MANAGEMENT, TEACHER EDUCATION AND SUPPORT FOR NEW DEPARTMENTS AS BEFITTING ITS AREA OF OPERATION, VOCATIONAL EDUCATION: A CRUCIAL MATTER FOR THE NATION BECAME A PROJECT THAT LEARNED AS IT ADVANCED. NEW NEEDS THAT EMERGED AS THE PROJECT PROGRESSED WERE ADDRESSED BY A FLEXIBLE, FAST-ADAPTING PROJECT MANAGEMENT. MICRO PROJECTS IN VARIOUS AREAS HELPED GROW THE PROJECT’S POOL OF EXPERIENCE.

Between 2006 and 2010, the primary building blocks of the Vocational Education: A Crucial Matter for the Nation Project (MLMM) were determined as scholarship, internship and coaching. Koç Group Companies had undertaken certain initiatives with vocational high schools before, and accumulated a significant base of knowledge as a result. This knowledge was utilized under the umbrella of MLMM, and new areas of operation were identified. This awareness enabled the development of micro projects to address sector-specific needs of companies and schools. These projects, developed to meet the unique needs of schools and companies, became one of the most important results of MLMM. The knowledge and experience accumulated through these micro projects were systematized in studies from 2009 onward, forming the basis of the School-Company Cooperation Model, which received critical acclaim in the international arena. The most apparent result of micro projects was the laboratories. Set up as part of the MLMM project to contribute to enhancing the capacity of vocational high schools and improving the quality of education, these laboratories gave students the opportunity to familiarize themselves with modern technologies. In order to ensure the highest level of education quality in labs, new curricula were developed, equivalent-level training materials were created, and teacher education was brought in line with the next generation education model. These results helped vocational high schools recover their reputation in the eyes of stakeholders. These laboratories provide exponential benefits from the perspective of students, teachers, and of course, employers. Vocational education teachers combining theory and practice in class, students receiving technical experience during their education instead of after, and employers having access to employees experienced in both theoretical and practical aspects of their occupation from the first day of work can be described as the ideal outcome of this scenario. Contribution to the vocational education curricula was another result, though not as obvious as laboratories, of micro projects that will make a difference in the future direction of vocational education. New departments were opened in vocational high schools in line with the needs of the industry.

As expected, Vocational Education: A Crucial Matter for the Nation Project snowballed, and so did its impact. Micro projects, developed in accordance with MLMM’s main objective of improving school-business collaboration, called considerable attention. Our hopes for the future are bolstered by our companies and schools, which put forth the finest models in this regard. Turgay Durak, Koç Holding CEO

The aim of these efforts was to train the qualified workforce that the industry needs, to ensure that students are equipped with the knowledge and experience required in working life, and to develop a sustainable School-Business Cooperation model.

Ankara Sincan Industrial Vocational High School Opening

Şişli Industrial and Technical Vocational High School Fiat Laboratory

Otokar Welding Workshop

MLMM MICRO PROJECTS FORD OTOSAN: 4 LABORATORIES - 1 EDUCATION CENTER - 1 VOCATIONAL SCHOOL OF HIGHER EDUCATION City

School

Ankara

Sincan Technical and Industrial Vocational High School Ford Laboratory

İstanbul

Samandıra Technical and Industrial Vocational High School Ford Laboratory

İstanbul

Küçükyalı Industrial Vocational High School Ford Laboratory

Kocaeli

Karamürsel Industrial Vocational High School 3D CMM Measurement Laboratory

Eskişehir

İnönü Endüstri Meslek Lisesi Ford Cargo Technical Education Center

Kocaeli

Kocaeli Üniversitesi Ford Otosan Vocational School of Higher Education

ARÇELİK: 8 LABORATORIES Household Appliances Technical Service Program - Arçelik Laboratories Program

City

School

İstanbul

Kartal Atalar Technical and Industrial Vocational High School

İstanbul

Beykoz Barbaros Hayrettin Paşa Technical and Industrial Vocational High School

İstanbul

Zeytinburnu Technical and Industrial Vocational High School

Diyarbakır

Türk Telekom Technical and Industrial Vocational High School

Trabzon

Trabzon Technical and Industrial Vocational High School

İzmir

İTO Vakfı Süleyman Taştekin Technical and Industrial Vocational High School

Ankara

Abidinpaşa Technical and Industrial Vocational High School

Bursa

Demirtaşpaşa Technical and Industrial Vocational High School

OTOKOÇ: 5 EDUCATION CENTERS Workplace Education with the “My School Is At The Authorized Service” Project

City

School

İzmir

Konak Şehit İdari Ataşe Çağlar Yücel Technical and Industrial Vocational High School

Samsun

In association with Samsun Technical and Industrial Vocational High School

Adana Konya

In association with Şehit İdari Ataşe Bora Süelkan Technical and Industrial Vocational High School In association with Selçuklu Technical and Industrial Vocational High School

Eskişehir

In association with Turgut Reis Technical and Industrial Vocational High School

MICRO PROJECTS, DEVELOPED IN ASSOCIATION WITH 8 KOÇ GROUP COMPANIES AS PART OF MLMM, RESULTED IN THE ESTABLISHMENT OF 29 NEW LABORATORIES, 7 EDUCATION CENTERS, 1 VOCATIONAL HIGH SCHOOL AND 1 VOCATIONAL SCHOOL OF HIGHER EDUCATION IN VARIOUS SECTORS. IN ADDITION, MORE THAN 400 TEACHERS RECEIVED IN-SERVICE TRAINING SO FAR. 59

OTOKAR: 1 EDUCATION CENTER Workplace Training in Welding Workshop

City

School

Sakarya

Sakarya Otokar Factory

TOFAŞ: 11 LABORATORIES Fiat Laboratories - Fiat Technical Education Program

City

School

İstanbul

Şişli Technical and Industrial Vocational High School

İstanbul

Samandıra Technical and Industrial Vocational High School

İstanbul

Bağcılar Technical and Industrial Vocational High School

Ankara

Güvercinlik Technical and Industrial Vocational High School

Adana

Şehit İdari Ataşe Bora Süelkan Technical and Industrial Vocational High School

İzmir

Gaziemir Technical and Industrial Vocational High School

Bursa

Hürriyet Technical and Industrial Vocational High School

Antalya

Antalya Technical and Industrial Vocational High School

Samsun

Samsun Technical and Industrial Vocational High School

Kocaeli

İzmit Technical and Industrial Vocational High School

Diyarbakır

Burhanettin Yıldız Technical and Industrial Vocational High School

TÜPRAŞ: 4 LABORATORIES Tüpraş Refinery Laboratories - Tüpraş Technical Training Program

City

School

Kocaeli

Kocaeli Anadolu Technical and Industrial Vocational High School

İzmir

Aliağa METEM

Kırıkkale

Bahşili H. Hidayet Doğruer Multi-Program High School

Batman

Batman Industrial Vocational High School

TÜRK TRAKTÖR: 3 LABORATORIES TürkTraktör Agricultural Machinery Education Program - TürkTraktör Agricultural Machinery Laboratory

City

School

Ankara

Gazi Industrial Vocational High School

Amasya

Gökhöyük Industrial Vocational High School

Bursa

Osmangazi Industrial Vocational High School

YAPI KREDİ: 1 VOCATIONAL HIGH SCHOOL

City

School

Kocaeli

Gebze Çayırova Yapı Kredi Girls’ Vocational High School

“MY SYMBOLIC LESSONS BECAME PRACTICAL” Schools in Anatolia never had the opportunity to take their students to factory field trips. We could only offer them theoretical information, and most of it would not stick in their minds. Now, they have access to a laboratory, which is beyond the capacity of universities here. I studied in Bolu Merkez Industrial Vocational High School. I became an industrial vocational high school teacher in 1980. Relations between students and their workshop teachers in an Industrial Vocational High School are quite different from students’ relations with their cultural education teachers. We are like a family, and we spend most of the school week together. We personally help them with their problems. Up until a few years ago, our knowledge of Vehbi Koç Foundation’s activities was limited to what we heard from the media and TV. Such activities sound hypothetical when you can’t see them in your own school, and you end up finding them hard to believe. But when our school was included in the MLMM Project and obtained the laboratory, we were actually motivated to work even harder. The project had a profound impact on industrial vocational high schools. We sent our students and our teachers abroad, and welcomed foreign guests who came here to examine our laboratory. The laboratory came into service in December 2010, but the venture had begun much earlier. At first, we did not expect this at all. We figured that it would happen on a smaller scale, with little equipment and a small laboratory. Ford Otosan would probably use it as an advertisement, we thought. We were wrong. We got much more than we had hoped for. They made a preliminary study about our school’s equipment needs, and after 8 months of work, the laboratory became operational in December 2010. I had never seen equipment like these before, even in university, nor had we ever practiced them. Even universities do not have laboratories of this kind. In fact, most universities do not have a three-dimensional measurement device such as the one in our lab. I

worked in many parts of Anatolia, but I had never seen something like this. In other schools, the lack of a laboratory was a limiting factor in the school’s relationship with the industry and factories. We would send students for internship, documents were exchanged, but that was all. After the laboratory was built, our relationship was improved and evolved into various partnerships. We started taking our students to field trips to factories, where they experienced the practice of the theories we taught them here. I believe their ideas were changed profoundly. I believe that, even teachers’ opinions on enterprises changed. In Anatolia, we never had the opportunity to take our students to factory field trips. We could only offer them theoretical information, and most of it would not stick in their minds. Now we can take them to laboratories and develop ourselves in areas we fall behind. We are able to get missing equipment from them. We also started to develop relations with the Vocational School of Higher Education. Our laboratories, in particular, drew much attention. Our material testing equipment and three-dimensional measurement devices have been adopted by many of vocational high school students, and they take these very seriously. Some had never seen or heard about a threedimensional measurement device before. This project has also changed the way I think. I started to see the big picture. Before the project, I believed that my classes were only symbolic, but I realized that they were much more useful when the students personally applied what they learned. They had trained on the use of three-dimensional measuring device in school, but it was a very short training. I actually learned how to use it by working here. I learned it with my own effort, practicing on the weekends. Ford Otosan instructs me on areas I am weak. I make sure that all my students practice on every machine. When they practice and watch these equipment in action firsthand at the factory, they become much more knowledgeable. Mehmet Ali Kılıç, Karamürsel 100. Yıl Technical and Industrial Vocational High School –Department of Metal Technologies, 3D CMM Measurement Laboratory Chief

“I HAVE HOPE” At first, I did not like vocational education at all. I spent a lot of time, wondering about it. Why couldn’t I enjoy school? Then, the answer hit me. I had no hope. I had no hope about what the vocational education would give to me. Apparently, you can’t like what doesn’t give you any hope. Then, I was signed up for the Birmot system. My perspective changed completely. My manual skills improved tremendously. As the master tells me, the tool fits my hand now. This master-apprentice model has taught me a lot. It feels like I have already started my career while I am still studying. And I also have a grasp of modern technology now. I can do my job in any workshop around the world. As I was celebrating my father’s holiday, I thanked him for sending me to a Vocational High School. I love my job now. I have confidence in myself. I have no doubts in my mind about this occupation. I set a goal for myself and I am working very hard to achieve it. I will be a Mechanical Engineer and work in Koç. One day, I will be a manager in Otokoç or Birmot. And finally, I will be a Vocational High School Coach, too. Mert Bilgin, İzmir İdari Ateşe Şehit Çağlar Yücel Technical and Industrial Vocational High School and Anatolian Maritime Vocational High School – Engine Department 12th Grade Student, MLMM Scholarship Receiver

“IN A WAY, THIS IS THE SECOND BIRTH OF VOCATIONAL HIGH SCHOOLS” I am a vocational high school graduate. Back when I was a student, it was a fierce race to enroll in a vocational high school, because they were seen as the surest way to secure your future. Unfortunately, in time, this high reputation of vocational education faded away. The students only enrolled in vocational education schools out of necessity. As no technological investments were made to improve these schools, education was limited to old technologies, also limiting employment opportunities. This led to students, their parents, and of course, employers to lose interest in vocational education. At this point, establishment of modern laboratories became, literally, a turning point. Thanks to our modern equipment and curriculum, we are now able to train the qualified workforce required by the industry. Our students are also able to find internship opportunities in Koç Group companies. Therefore, we are able to provide perfectly well trained employees to the market. This is, in fact, a gain for our country as well, because now our graduates work all across Turkey. Vocational education is a crucial matter for the nation, and we are addressing this matter with modern education. Türker Güngör, Adana Şehit İdari Ateşe Bora Süelkan Technical and Industrial Vocational High School, Automotive Technologies Teacher

“I CONSIDER MYSELF A TEACHER JUST STARTING HIS CAREER” My high school, Şişli Industrial Vocational High School, is one of the first schools to get a laboratory as part of the MLMM. I feel lucky as an educator to have this privilige and to experience this change. I can say that the Fiat Laboratory is a milestone for us. Thanks to this modern education tool, the decline of vocational education, particularly in our school, came to an end. The modern education offered in cutting-edge technology laboratories has re-motivated the students, parents and educators. Therefore, our school is now a preferred one over others, instead of one that students used to apply out of necessity. In fact, almost all of our students wish to attend the Fiat Laboratory. We only choose the best among them, due to limitations in capacity. These students are actually quite similar to the teachers: children of low to mid-income families. They are very eager and filled with excitement. They regard the Fiat Laboratory as a magical tool that can change their lives and buckle down to their schoolwork. Their enthusiasm moves their parents too, who are exalted to see their children taking up a valid profession to earn a living anytime and anywhere in the country. I have personally witnessed them acknowledge what a good call they made by not taking heed to others’ opinions and sending their kid to a vocational high school. Furthermore, this process has also changed my life as an educator. I never experience the monotony usually felt after spending a decade in the profession. Every year, I step into the laboratories just as eager and excited as my students thanks to their positive feedback. This may sound like an exaggeration, but I consider my career before this project as lacking. I believe I started my work as a real teacher through MLMM. I always tell myself how this is exactly what I dreamt about. Orhan Devecioğlu,Şişli Technical and Industrial Vocational High School Engine Department - Fiat Laboratory Supervising Teacher

“THIS LABORATORY IS LIKE A SECOND PROFESSION” I had an aptitude for repair work before I signed up for vocational education. Even at a young age, I was like the mechanic of the neighborhood. There was not a single thing I could not fix. I never had any regrets for joining a vocational high school. My friends, who are in regular high schools, are very concerned about their future, while we have already learned a profession here. I learned about this project while I was in 10th grade, and I joined in. I learned a lot, and gained valuable experience here. There are other vocational high schools in Diyarbakır, but our school stands out with its Arçelik laboratory. We have made a name for ourselves. Working in this laboratory is like a second profession. What I learned in two years here would take years for others to grasp. I think I unleashed my talent here. This project has provided a great deal of support for our education and profession. There are many people in our country with university education but no job. We already have one. Muhsin Kolakan, Diyarbakır-Yenişehir Merkez Technical and Industrial Vocational High School – Department of Electric and Electronics, Arçelik Laboratory 12th Grade Student

“A GOOD CLUB REQUIRES GOOD REFERENCE” It was not easy for me to join Tüpraş. I did an internship here, thanks to my scholarship. Through trips organized by Tüpraş, I had the opportunity to see many different places. I was able to see the universities I could only see on TV. I also visited museums. You need good credentials to play in a good club. Even if I don’t work here in the end, my internship in Tüpraş will put me two steps ahead. Either way, it has been good for me. I learned about order and discipline in Tüpraş. There is a time for work, and there is a time for talk. It is not quite easy to work in Tüpraş. They need workers with a good background, and we are those workers. Fatih Uludaş, Kocaeli-İzmit Atatürk Anatolian Technical High School, Anatolian Vocational High School, Technical High School – Department of Electric and Electronic Technologies 12th Grade Student, MLMM Scholarship Receiver

“WE ARE TRAINING PERSONNEL FOR THE HEART OF THE INDUSTRY” Students were encouraged by the change they witnessed in the workshop, which became one of the most popular parts of the school. We are training students to serve in the core of the industry. As we provide them with an integrated education from bolts to tires of a tractor, they are able to adapt directly to any working environment. Erdinç İşler, Agricultural Engineer, M.Sc., Bursa Agricultural Vocational High School, Department of Agricultural Equipment and Machinery - Türk Traktör Agricultural Equipment Laboratory Teacher

COMPETITIONS MANY COMPETITIONS, INVOLVING THOUSANDS OF STUDENTS, WERE HELD DURING THE MLMM PROJECT TO SUPPORT THE PERSONAL AND PROFESSIONAL DEVELOPMENT OF STUDENTS AND TO RAISE PUBLIC AWARENESS ABOUT THEIR ACHIEVEMENTS. The competitions were among the most enjoyable events that brought together scholarship students, coaches, company representatives and the entire MLMM team.

The scholarship students were asked to envision and make plans about their future through the following question: “Imagine: Where do you see yourself after vocational education?”

The aim of these competitions was to help students develop certain attributes such as self-confidence, responsible citizenship, project development, creative thinking, teamwork and entrepreneurship. The first competition, held in 2008 for the first group of scholarship students, asked the participants to explain what it was like to be a vocational student.

The competition received 159 applications and 20 brilliant students were chosen among their peers on the basis of their determination, hope and eloquence, and the winners joined an education and visit program in Koç University.

Applications from schools all across Turkey were evaluated by an independent panel of judges. Students from selected schools were admitted in a week-long personal development program in Istanbul.

As the first group of scholarship students had no coaches, the plan was to contribute to the development of 9th Grade modules, which aimed to develop self-confidence, strength and time management skills, while reminding once more the students and the public of how important vocational education is for both themselves and their country.

“VOCATIONAL EDUCATION: A CRUCIAL MATTER FOR THE NATION MADE ME A COMPLETELY NEW PERSON” Vocational Education: A Crucial Matter for the Nation Project brought a great deal of change in my professional and social life. It turned me into a completely new person. Vocational Education: A Crucial Matter for the Nation Project has a special place for me as a personal milestone. Thanks to this project, I realized once again the importance of vocational education. Besides drawing attention to the importance of vocational education, the MLMM Project gave scholarship students a unique outlook on their profession through the coaching support, the opportunity to experience life at the workplace, and cultural trips. Another gain of the project is making us students realize that we are actually in demand. I was placed in the “I am A Vocational Student and I Am Successful” competition in 2008, and the subsequent training and field trips, as well as new friends made on those trips, have taught me a great deal. Internships provided by the MLMM Project boosted our confidence as we experienced business life, and found the opportunity to put into practice our school-learned knowledge and skills. Suat Aydemir, Şırnak Industrial Vocational High School – Department of Information Technologies, MLMM Scholarship Receiver, Graduate, Setur Employee

“COMPETITIONS ARE THE JOY OF THE PROJECT” The competitions are a very enjoyable aspect of the project, in which we get to meet scholarship students personally. The first of these competitions were held in 2008 with the group of students we called “Turquoise”. We asked them to explain what it was like to be a vocational student either by writing an essay or creating a presentation or designing a poster. Applications poured in from schools all around Turkey. An independent panel chose 20 scholarship students, who attended a one-week camp in Istanbul. They were accommodated in Koç University dormitories. I wish you could have seen how much they changed in just a week. We had a week-long program of communication and personal development modules for them. In the following years, these were supplemented by responsible citizenship and project development modules for 10th grade students. So we began to organize project competitions for 10th graders. Thus, the personal competition grew to become a project competition in time. We asked the schools to form their teams and develop feasible project ideas while applying the module in association with vocational high school coaches. As a result, we selected the top three, and invited them to Koç Holding to present their projects, and share it via a press meeting. This was really helpful in terms of boosting their self-confidence and making them realize that they can make a difference. Afterwards, we redesigned the competition each year, changing its theme, criteria and term in parallel to the progress of the project. Seçil Kınay, Vehbi Koç Foundation – Project Manager

Agah Uğur Borusan Holding CEO

EDUCATION: THE KEY TO COMPETITIVENESS VOCATIONAL EDUCATION: A CRUCIAL MATTER FOR THE NATION IS A PROJECT WE CONSIDER TO BE EXTREMELY IMPORTANT. I THINK IT MADE A SIGNIFICANT CONTRIBUTION TO OUR COUNTRY’S SOCIAL AND ECONOMIC DEVELOPMENT. I BELIEVE ITS IMPACT WILL INCREASE EVEN FURTHER IN TIME, IN PARALLEL WITH THE SCHOLARSHIP AND INTERNSHIP OPPORTUNITIES.

It is a well-known fact that Borusan attaches great importance to vocational education. Could you elaborate on your efforts in this area? We realize the importance of vocational education, because in the sectors that we operate in, it is quite hard to find qualified personnel. Working with specialized and qualified personnel means producing and delivering the highest quality services in the most efficient way possible for our customers. For this reason, we strive to contribute to vocational education. For example, we have a vocational school

of higher education in Hereke Borusan Campus of the Kocaeli University. Likewise, we founded Gemlik Asım Kocabıyık Vocational School of Higher Education. Again in Gemlik, we built a 3500-book library inside Umurbey Anatolian Vocational School of Healthcare. Complete with iPads, notebooks and desktop computers, the library was built to commemorate the 88th birthday of the late Asım Kocabıyık. One of our latest endeavors in this regard is the Construction Machinery Application Laboratory built by Borusan Makina ve Güç Sistemleri in Ankara Mimar Sinan

Technical and Industrial Vocational High School last February. One of the first vocational high schools of Turkey, Mimar Sinan IVHS was expanded with the addition of a 300 m2 pre-fabricated laboratory, which includes a classroom, tool room, teachers’ room, hydraulics and pneumatics laboratory and construction machinery application laboratory. Aside from the technical and financial support, Borusan Makina also provides internship opportunities to five students. After completing their internship and compulsory military service, these students can continue to work with us.

“Education, particularly of qualified personnel, is of utmost importance for the stable and efficient growth of our country. Increase in the number of qualified personnel improves productivity and the quality of the final product. Working with specialized and qualified personnel means producing and delivering the highest quality services in the most efficient way possible for our customers. For this reason, we strive to contribute to vocational education.”

Turkey has a significant young population. How would the education of this population affect the country’s prospects? Education in Turkey is one of the main areas that require the most investment and support. Providing modern, highquality education to our country’s youth is very important for our country’s future. Increase in the quality of education leads to the training of qualified personnel, which in turn improves productivity and the quality of the final product. It also saves time and natural resources. Education, particularly of qualified personnel, is of utmost importance for the stable and efficient growth of our country. You are one of the main supporters of Vocational Education: A Crucial Matter for the Nation Project. Could you please explain the reason behind this particular interest? Vocational Education: A Crucial Matter for the Nation is a project we consider to be extremely important. First of all, I would like to thank Koç Group for identifying the need so accurately,

designing such a comprehensive program and implementing it in such an excellent way. I think the MLMM Project made a significant contribution to our country’s social and economic development. I believe its impact will increase even further in time, in parallel with the scholarship and internship opportunities. During your term as the Chairman of the Association of Private Sector Volunteers (ÖSGD), your association took over one of the most important aspects of the MLMM Project, the Vocational High School Coaches Program. How do you rate your association’s works and contribution to this program? The coaching system provides valuable support for our young people in vocational high schools, who are struggling with fear for their future. The students develop core competencies with the personal development modules, while volunteer coaches, who are company employees, increase their employability. This aligns perfectly with one of our association’s main goals, “developing programs that can be implemented by all members

simultaneously and jointly in an effort to share the knowledge and expertise of employees with those in need”. Many members of the ÖSGD have embraced the importance of this mission and welcomed the project. The association conducts its operations through active participation of its members, providing the necessary guidance and coordination to adopt such a mission. In this respect, the association has been very successful. Do you believe that the awareness of Turkish business leaders about the importance of vocational education played a role in this project? As vocational education and competency is directly linked to the quality and productivity of our work, I believe that the business world was already aware of the importance of this topic. What we did with the MLMM Project was to create a joint solutions platform. This motivated the ÖSGD members to support the project with great enthusiasm, while raising awareness of the public and relevant organizations on the importance and sensitivity of the matter at hand.

“WOULD I EVER LET MY CHILDREN DOWN?” In the past, I would always bring up the same topic in our house: What would become of these vocational high schools? My wife was tired of listening to my shrewd ideas! Thankfully, she found some respite when I won the first prize from the World Bank. However, this time, she had started complaining about how late I came home. I was losing track of time while working to improve the project. What we achieved was to establish a school-industry partnership that was never realized. In this partnership, we reformed theoretical and practical education in line with school and industry needs and expectations. This created maximum benefits for the school-student-industry triangle. However, the main architects of our success are the students. They embraced this endeavor so much that we were left with no other

choice but to work very hard and succeed. All we did was to follow the glint of determination in their eyes. I was immersed so much in the project that I was quite shocked when I received a letter of assignment to a managerial position. My successful work had made this promotion possible. I went in haste to the Provincial Directorate of National Education to stop my assignment, as it would leave me no time to take care of the project. I would have better income, but for me this project had become like my child. What good father could let his child down? Necati Kıyar, İzmir Şehit Çağlar Yücel Technical and Industrial Vocational High School and Anatolian Maritime Vocational High School Teacher, My School is at the Authorized Service Project Supervisor

“THIS CONTEST EXPANDED OUR HORIZONS” The Rail Systems Department of Eskişehir Atatürk Industrial Vocational High School was opened in 2005. Our main purpose is to train qualified personnel for the rail industry. In 2012, our cooperation and joint work with the Turkish State Railways made it to the finals of the MLMM Project Support Program. As we were presenting our work in the competition, we realized that our horizon has been expanded. In fact, while competing as project developers, the communication and experience transfer activities led us to find the answers to our question of how to improve vocational education further. This was the greatest achievement of our students and us. Ümit Yaşar Pehlivan, Eskişehir Atatürk Industrial Vocational High School – Department of Rail Systems, Teacher

The second MLMM competition was integrated into the Creative Development Ideas Contest, organized by the World Bank under the headline “Youth in Turkey: Let’s Shape our Future”. Koç Holding Corporate Social Responsibility and Foreign Relations Coordinator İ. Aylin Gezgüç Elveren explained how the competitions achieved a project-oriented vision: “A child’s most important project is her own life. It should become her own project, not a project of her parents, and if a child can’t manage a project, we can’t expect her to manage her life. And we did not want to explain the idea of project management by just telling them, “Look, this is how you manage a project”. Instead, we asked them, “Develop a project of your own and bring it to us. Make it something about yourself. What can you and your friends do to improve vocational education in your school?” So we encouraged students to find solutions to problems in their lives by working with their teachers and Vocational High School Coaches. The 2009 competition saw the introduction of “Vocational High Schools” category, with the coaches asking asking

scholarship students, “What would you do, as vocational high school students, to improve vocational education?” Ideally placed to evaluate the sector’s need as well as their schools’ shortcomings, Vocational High School Coaches and teachers of their respective schools provided guidance to the students to develop solutions for improving the quality of education. This project competition actually went beyond Vocational High School Coaches’ support of the personal development of students, and revealed their key roles in future school-business partnerships. The winning project was developed by the İzmir Şehit Çağlar Yücel Technical and Industrial Vocational High School and Anatolian Maritime Vocational High School, with the support of their coaches, who were also graduates from the same school. This project, titled “My School is at the Authorized Service” was sponsored by Otokoç Birmot. After three years of implementation, the project was expanded to include four more cities, and became the micro project of Otokoç Otomotiv.

“THE SCHOLARSHIP STUDENT I COACHED IS NOW MY COWORKER” It has been four years since I met Suat. He was attending the education program of Koç University as the finalists of the “I am A Vocational Student and I Am Successful” competition. When I met him, he was a timid, shy, reserved, spirited, and at times, rebellious high school student. Our conversations became more friendly and open, and I found out that Suat had very reasonable goals for his life and career, and an endless determination. These conversations were sometimes accompanied by soda and chips, sometimes by a hot cup of coffee, and sometimes by blackberries Suat gathered himself. We talked about the latest developments in computer technology as well as Descartes and Socrates. My most vivid memory from those days is the utter amazement I felt when I was with him. We city types are not used to seeing such brilliance in young people, let alone in people of our own age. Our journey that began in the Koç University Campus continued when Suat worked as a temporary employee in Setur after the program. Suat returned to his parents’ home after his summer holiday. He was a bit troubled in the winter semester due to some shortcomings in his school. We couldn’t turn a blind eye to his amazing passion for education, so we took him from his school in Şırnak Industrial Vocational High School and signed him up to Haydarpaşa Industrial Vocational High School. In turn, he gave us the greatest gift he could, by graduating from his new school at the top of his class. He completed his compulsory internship in Setur’s Information Technologies department. He is currently a distance education student at Kocaeli University while working at a sales representative at our store in Habur Border Crossing. The scholarship student I once coached is now my co-worker, I can’t even begin to explain how that makes me feel. I gained a brother, and Suat gained an elder sister. My endless thanks to the MLMM Project team for their unwavering support and for the chance to experience this! Esra Şenkul, Setur, Vocational High School Coach

MLMM Project Competitions organized in 2010 with the theme, “Vocational Education’s Future is Your Future!” and in 2011 with “Do You Have an Idea for the Future of Vocational Education?” led to the implementation of many successful projects developed by scholarship students. These managed to provide solutions to many important challenges, such the project designed to address the “Three-Dimensional Coordinate Measurement Technician” shortage in the industry. The

project placed in the 2011 Competition, and was sponsored by 47 subsidiaries of Ford Otosan, another testament to its success. The last of the MLMM Project Competitions was held in 2012 as an interscholastic event with the goal of promoting and improving schoolbusiness cooperation. 38 vocational high schools, in cooperation with 100 enterprises, participated in the 2012’s event.

AWARD WINNING PROJECTS OF THE MLMM COMPETITIONS 2009 •

İzmir Karşıyaka Automotive Vocational High School with the “My School is at the Authorized Service” project

Technical Education Laboratories Development Project •

Projects qualified for communications sponsorship as part of the competition:

2010

• Adana Automotive IVHS / Training Qualified Workforce for the Automotive Sector

Kocaeli Gebze Trade Vocational High School with the “E-Intern” project

• Aydın Didim Hotel Management & Tourism VHS / A Job for Me, Too!

2011

•

Eskişehir Atatürk IVHS / High-Speed Train Operators

Communications: I’ve Got the Diploma, I’ve Got the Job / Nevşehir Tourism and Hotel Management Vocational High School / YKB

•

İzmir Konak Çınarlı IVHS / Ceramics, Ground and Wall Tiling

• Application and Cooperation Development: Development and Solution Center / Mersin Tarsus İMKB Technical and Industrial Vocational High School / Otokoç

•

Batman TIVHS / Vocational Education Practices about AirConditioning for Businesses

•

Denizli İMKB Girls’ TVHS / Animators at Work!

•

İstanbul Kartal Samandıra IVHS / Industrial Control and Automation Laboratory

•

İzmir Bornova Mimar Sinan IVHS / Renault MAİS Technical Education Project and Employment Guidance Project

•

Realized Projects: Network Systems Applications / Mersin Tarsus İMKB Technical and Industrial Vocational High School / Otokoç

2012 •

Grand Prize: Şişli Industrial Vocational High School, Fiat

• Ankara Gazi IVHS / TürkTraktör Agricultural Machinery Laboratory

• Yozgat TVHS / Let’s Grow As We Share

COMMUNICATION CAMPAIGNS TO RAISE AWARENESS YET ANOTHER AREA THAT VOCATIONAL EDUCATION: A CRUCIAL MATTER FOR THE NATION PROJECT MADE A DIFFERENCE WAS COMMUNICATION. Koç Holding received various awards for the communication and awareness-raising activities performed under the scope of the Vocational Education: A Crucial Matter for the Nation Project. This success was due to stakeholder-oriented and strategic approach to these activities. The main aim of the project’s activities was to create awareness among employers to increase employability of vocational high school graduates and to secure their support in improving vocational education quality; among young people to help them discover their skills, interests and potential; among parents to build the reputation of vocational high schools and to encourage talented students to pursue a vocational education; among the public to promote the idea of “professional career” instead of “any job”; and among public authorities to modernize curricula and vocational standards. Various communication activities were undertaken to raise awareness of the project, and to emphasize the importance of vocational education. Such activities included ad campaigns designed to enhance the reputation of vocational education. The problems faced by vocational education in written media, possible solutions and MLMM results were shared with the press in various meetings. These activities and press releases resulted in more than 1,700 news in written media, which have been read over 500 million times so far. Various ad campaigns have been created for written and visual media to promote vocational education, such as “There are Plenty of Jobs for Me” in 2008, “Education Helps” in 2009, and “Every Job Needs an Expert in Charge” in 2012. In order to encourage young people to consider vocational education, a video competition titled “Show Your Professional Skill” was organized in 2010, aimed at all vocational high school students and graduates. In 2012, a two-month web-based competition was organized for vocational high school students, titled “High Schools Competing with their Professions”. In this communication initiative of worldwide recognition, students introduced themselves and their profession to thousands of people, using their technical as well as

social skills. Social media campaigns, designed to raise awareness of the importance of vocational education and employment among young people reached 35 million people, while the Facebook page of the project was liked by more than 120,000. As part of the project, 21 e-bulletins were created to share good practice results with stakeholders. More than 1,000 people visited MLMM website every month, and each year 1,000 opinion leaders were contacted to inform the public on project goals. The “School-Business Cooperation Model”, which was developed to strengthen the link between vocational education and employment at the industry level, was formed into a document titled “Guide to School-Business Cooperation in Vocational Education” and shared with relevant stakeholders. This model also provided input for the strategy and operation documents prepared by the Ministry

“THANKS TO THE CONTEST, I SURPASSED MYSELF” “High Schools Competing with their Professions” competition enabled us to bring ourselves and our profession under the limelight. Most people had no idea what an Emergency Medical Technician (EMT) was. They thought that the healthcare personnel working in ambulances were physicians. Most of them learned about us and what we did. My communication skills and self-confidence was improved as a result. I was so immersed in the competition that I even surprised myself with this rapid progress. We believed the competition was a small-scale thing only, however, it quickly grew out of proportion and received such a positive feedback that we were on the news on Doğan News Agency, ATV, Star, Fox and Milliyet. “You Are the News” covered our story in TRT News. This competition brought about many unexpected developments in our lives. Muhammed Tunç, Karaman Anatolian Vocational School of Healthcare 11th Grade Student, Project Competition Finalist

of National Education. Also as part of the project, various studies and publications have been created by the Cooperation for Quality in Vocational Education, launched through the Education Reform Initiative, with the general goal of improving the quality of vocational education in Turkey, and the specific goal of promoting and facilitating public-private partnerships which may contribute to such a change. The main goal of all communication activities of the project was to create public awareness rather than to promote the project itself. The campaigns reached a wide audience and contributed to improving the public perception of vocational high schools. Accurate analysis of target groups and developing the correct tool to deliver the messages aimed at specific groups played a major role in the success of these campaigns.

“WE WILL ALWAYS REMEMBER THIS COMPETITION” While preparing for the competition, we talked to a lot of people. Before that, I would probably be very nervous, but now I can get in contact with people without anxiety. Also, working as a group was very good for teamwork. We learned to act together. There are six of us, and we all think the same. Our school was not used to participating in competitions like that, but the whole school stood by us. This also inspired them with hope, now they are encouraged to join the next one, and have plans for it. Ceren Acar, Marmaris 75. Yıl Girls’ Technical and Vocational High School – Department of Child Development 11th Grade Student, Project Competition Finalist

NO COOPERATION, NO MLMM! SINCE ITS INCEPTION, VOCATIONAL EDUCATION: A CRUCIAL MATTER FOR THE NATION PROJECT WAS DESIGNED WITH A VISION TO GUIDE VARIOUS COLLABORATIONS TOWARDS ITS MAIN GOAL. MLMM OPERATES ON A WIDE BASE OF COLLABORATIONS, RANGING FROM THE MINISTRY OF NATIONAL EDUCATION, VOCATIONAL HIGH SCHOOL COACHES AND EVEN SCHOLARSHIP STUDENTS, WHICH IS THE KEY TO ITS SUCCESS. The cooperation between the Ministry of National Education and Koç Holding was only the first step in the project. With the participation of Koç Group companies and schools from various regions of Turkey, the project area expanded. This first circle of cooperation was vital to the success of the project. It was not enough to carry out the MLMM Project only once, it had to create real benefit and achieve the objective criteria of success. Sustainability of the project was just as important as its implementation, and this was only possible through promoting cooperation and receiving support in various areas. Empowering the youth and improving the quality of Vocational High School education was more than a simple, one-dimensional challenge; it was a “Crucial Matter for the Nation”, requiring support from various disciplines and multiple layers of

cooperation, ranging from the personal development of students to upto-date curricula, and from addressing technical shortcomings in schools to the need for a perspective on the national scale. For 7 years, MLMM created various collaborations with this vision. One such initiative aimed to provide computer skills training to scholarship students as part of the “Those Who Know How to Use a Computer Teach It to Those Who Don’t” program developed with the Youth Association for the UN Habitat. Koç Holding, in association with the Youth Achievement Foundation, also provided entrepreneurship skills training in 21 schools, and helped them experience the logic behind business management by establishing a virtual company.

“Vocational education in Turkey is changing from a problematic issue into a solution for the country’s development, as we hoped. The program will make a significant contribution to Turkey and the business world, and I am quite happy to see it expand and continue under a volunteering-based organization such as ÖSGD.” Mustafa V. Koç, Koç Holding Chairman

Fully aware that entrepreneurship and professional skills in today’s world required an awareness of environmental and social sustainability and responsibility in addition to professional development, the project collaborated with TEMA Foundation. As part of this collaboration, 1,700 students from MLMM schools were involved in environmental training and awareness-raising activities for the efficient use of natural resources. As for expanding the scope of the project, identifying the actions to create change at policy level, and mobilizing relevant stakeholders, the project collaborated with one of the leading education organizations in Turkey, the Education Reform Initiative. Cooperation for Quality in Vocational Education Project, initiated by Koç Holding in association with the Education Reform Initiative (ERI), was one of the most striking examples. In order to create a roadmap of vocational education, Koç Holding and ERI conducted a scientific evaluation of data gathered from business, labor and education, and published the study titled, “Quality in Vocational and Technical Education: Strategy Document”. The main purpose of this document was to assist young people in realizing their potential and to help businesses in need of qualified personnel find the right people. Many of the suggestions in this

strategy document were implemented with guidance from the Advisory Board (Bayram Akbaş, Serdar Sayan, Ömer Açıkgöz, Necdet Kenar, Meltem Özturan, Emre Görgün). Within the scope of this cooperation, ERG, Koç Holding and Vehbi Koç Foundation co-authored documents that shed light on the new era of vocational education in Turkey, namely, “Lifelong Learning International Trends Fact Sheet”, “What Works and Why in Vocational Education? Policy Recommendations Regarding School-Company Cooperation”, and “An Updated Situational Analysis in Vocational Technical Education”. Yet another critical collaborative initiative for MLMM was signed with the Private Sector Volunteers Association. As a significant corporate volunteerism project, “Vocational Education: A Crucial Matter for the Nation” joined forces with the Private Sector Volunteers Association (ÖSGD) to forge a dynamic relationship between the community and the private sector, and to pioneer the promulgation of volunteerism in the private front. Under the leadership of ÖSGD, “Vocational High School Coaches Program” was transferred to the auspices of the business world. Therefore, a major change agent in the MLMM project, Vocational High School Coaches Program, began to spread in the business circles.

Images from the covers of the reports prepared in association with the Education Reform Initiative

Levent Çakıroğlu Arçelik General Manager, Koç Holding President, Consumer Durables

CRITICAL FACTOR: A WELL TRAINED HUMAN RESOURCE I BELIEVE THAT THE SUSTAINABLE GROWTH AND DEVELOPMENT OF A COUNTRY DEPENDS ON CONSTANTLY INCREASING ITS COMPETITIVENESS. A WELL-TRAINED HUMAN RESOURCE, READY FOR BUSINESS LIFE, COMES TO THE FORE AS ONE OF THE MOST CRITICAL FACTORS OF SUCCESS. FOR THIS REASON, DEVELOPING VOCATIONAL EDUCATION IN TURKEY IS A VERY IMPORTANT RESPONSIBILITY. We all know that as an industrial organization Arçelik offers the highest level of employment in Turkey. What responsibility have you assumed as a company on this basis within the scope of the MLMM Project? We were all stirred up by the Vocational Education: A Crucial Matter for the Nation Project, from the first moment Koç Holding introduced it. I am glad to say that Arçelik Family supported the project wholeheartedly as it does so in other corporate social responsibility projects. Our project encompassed

activities to foster personal and professional development of students in addition to the internship and scholarship opportunities within the MLMM Project. Our employees, authorized dealers, and technical services volunteered as “Vocational High School Coaches” to guide students and monitor their positive progress. Our volunteer coaches role modeled the students and shared their knowledge and experiences with them. We have been heavily involved in the project from day one and we continue our support and work with unfailing enthusiasm.

How did you convince Arçelik Family to embrace the project? Koç Holding’s work on communication and the in-house communication initiatives by the companies led to an increased awareness regarding the project among the employees. Furthermore, our coaches taking part in the project shared their experiences in their own settings, and the students in the project also helped increase public awareness through the internship and trainings offered at our companies, dealers, and services.

How do you think your employees benefited from this act of volunteerism? Social volunteerism approach is embedded in Arçelik’s culture as a crucial corporate value. Our volunteers who contribute to the MLMM Project with their expertise, experience and energy have established close ties with the students that has not only enhanced their technical knowledge and skills but also provided them with consultancy and support to prepare them for life. Thus the project has also contributed to the personal development of our volunteer staff, bringing them the satisfaction of providing benefit for the community through their personal efforts. An important stage of the MLMM Project is the School-Company Cooperation. Arçelik was the company to set up the highest number of labs during the roll-out of the Project. Why was the School-Company Cooperation important for Arçelik? MLMM is a public-private partnership project within the framework of the program that aims to encourage vocational-technical education. As part of the project, in 2011 we collaborated with the Ministry of Education General Directorate of Vocational and Technical Education and developed the “Electrical Home Appliances Technical Service Program- Arçelik Laboratories Program” to create added value for the white goods and electronic sectors. This was a first in Turkey in terms of starting a dedicated lab for raising service staff for electronic home appliances and is the first-time application of the sustainable School-Company Cooperation Model in our industry in Turkey. Moreover, it is crucial since it came on board at a time when the department was on the verge of exclusion from the curriculum. Initially 4 labs were set up at the school, which was brought up to 8 labs recently. The labs were equipped with state-of-theart technology measurement tools and equipment. We also contribute to the development of curricula that run parallel with the current technologies. We hold inservice training for teachers so that they can keep up with the latest technologies and developments in the sector. In Arçelik labs, we allow the students to learn on the

job by experimenting with the electronic appliances and I believe we make a significant contribution to help them reach technician level, which facilitates their employment process. What is the advantage of spreading this type of School-Company Cooperation model? I believe that a nation’s growth and development depends on an evergrowing competitive edge. At this point, the most critical success factor is a workforce with a robust education and preparation for work life. In that regard,

is more and more motivated about education, they work diligently to further their achievement levels, continue their education at universities and graduate schools upon graduation from high schools, and their vocational and personal development speeds up. . Do you think that MLMM Project creates awareness in society regarding the perception towards vocational education? Our Holding has pioneered numerous initiatives since its inception. Since the establishment of Vehbi Koç Foundation,

“MLMM is one of those projects that we work on in our Holding with full faith and dedication to achieve our best, together with our employees and companies. I believe that the project plays a major role in terms of increasing public awareness and reinforcing the prestige of vocational education.” fostering vocational education in Turkey is a mighty responsibility. The SchoolCompany Cooperation Model offers a two-dimensional benefit: Students enjoy a broad range of opportunities as they study and they learn about current technologies and graduate with a solid technical infrastructure and background. Moreover they graduate with heightened awareness of the developments in industry and the fast-paced changes in technology. From the perspective of the business world, the project plays a unique role in raising the quality and quantity of workforce that enterprises with growing volume require, and introducing qualified, well-educated, highly productive youth that is entirely prepared to plunge into work life. In summary, in the long run, I see MLMM Project to be a very efficient and significant initiative that contributes to the social and economic development in Turkey. I also believe that the project constitutes a model for public-private partnership. As we evaluate all the work and project outputs, we are delighted to see that the quality of vocational-technical education is increasing gradually, youth

we ambitiously sustain our pioneering role in social responsibility projects. MLMM is one of those projects that we work on in our Holding with full faith and dedication to achieve our best, together with our employees and companies. I believe that the project plays a major role in terms of increasing public awareness and reinforcing the prestige of vocational education. In fact, the voluntary participation of non-Holding companies upon continuation of the project and their desire to contribute is an important indicator, which demonstrates that the project is acknowledged by the private sector. As for our students, we observe their enthusiasm, their aspiration to achieve, and their increasingly positive perception regarding their education; this is a tangible indicator of the success of the project that accompanies the positive change regarding the perception of vocational education.

WE HAVE RECEIVED FIVE NATIONAL AND FIVE INTERNATIONAL AWARDS. WE HAVE BEEN CITED AS BEST EXAMPLE IN MANY PLATFORMS WORLDWIDE. MANY ELEMENTS OF THE PROJECT RECEIVED CRITICAL ACCLAIM. WHEN YOU WITNESS THE IMPACT OF YOUR WORK IN YOUR DAILY LIFE, YOU ARE MOTIVATED TO CREATE AND SHARE EVEN MORE THE NEXT DAY, WITH THE SAME ENERGY, THE ENTHUSIASM OF A BEGINNER, AND THE CURIOSITY OF A CHILD. İ. Aylin Gezgüç Elveren, Koç Holding Corporate Social Responsibility Coordinator

Kicked off in 2006, the MLMM Project expanded beyond the borders of Koç Holding and carried into the future through new channels. It offered countless feats both big and small, owing to the endeavors of students, teachers, Ministry of Education, coaches, and the crew of volunteers. Furthermore, it is applauded as a model project across several countries. It has been awarded the Great Prize in the “European Employee Volunteerism Program 2011” held by Business in the Community and backed by the European Commission to create awareness on employee volunteerism and employment creation, to enhance existing awareness, and to encourage companies to engage in practices in this field. Furthermore, in 2012, the Youth Employment Program of ILO selected the project as a model practice that supports youth employment in Europe; yet another outstanding achievement. Moreover, UNDP İstanbul International Private Sector Development Center analyzed the project as a model case to promote sustainable employment at the global scale. An evaluation of the project outcomes so far indicates that a total of 8118 students in 81 provinces and 264 schools have been provided with active scholarships, which signals an enhanced quality of life for ten thousands of people including their families. Additionally, despite the low rate of schooling for girls at Industrial Vocational High Schools, 44% of the scholarship awardees were girls.

Between 2006-2010, the number of students in vocational high schools went up by 68%, while the ratio of vocational high schools to their general counterparts rose from 36,2% to 46%. The MLMM Project played an honorable role during this amelioration process. 80% of internship applicants were approved. The project also provided incentives for scholarship students to continue their vocational education. Through NGO collaborations, 2461 scholarship students were provided with training in environment, entrepreneurship, and computer skills. To ensure a vocational education experience in tandem with current technologies, 5 Koç Holding companies set up 29 labs and provided in-service training to more than 400 teachers. This allowed for a higher quality education and broader range of opportunities for the students. The “School-Company Cooperation Model” which consists of multiple components including scholarships, curricula, labs, internships, personal and vocational education, and employment; provided input to public enterprises to develop their strategies and policies. On the other hand, other enterprises were encouraged to develop projects for vocational high schools, and private sector was heartened to promote further interest and support for similar initiatives.

MLMM PROJECT RECEIVED MANY NATIONAL AND INTERNATIONAL AWARDS: • 2006: Corporate Social Responsibility Award given by Active Academy at the International Finance Summit • 2009: Silver Medal in the Community Relations Category of the Magellan Awards presented by the League of American Communication Professionals (LACP) • 2009: “The Most Successful Volunteer Project” at Awards from the Heart organized by the Association of Private Sector Volunteers (ÖSGD) • 2010: The Sabre Award in the “Corporate Social Responsibility” category at the 2009 Europe Sabre Awards presented by the Holmes Group • 2010: Second best social responsibility program in Europe in the “Companies / Organizations” category at The International Business Awards organized by Stevie Awards • 2011: Turkey Award in the “Large Company” Category at the European Employee Volunteerism Awards organized by KSSD and ÖSGD

Koç Holding companies, which were active participants and played a role at each step of the project were, Arçelik, Arçelik LG, Aygaz, Aygaz Doğal Gaz, Birmot, Demir Export, Divan Group, Düzey, Ford Otosan, Harranova Besi ve Tarım Ürünleri, Koçtaş, Opet, Otokar, Otokoç, Setur, Tat Konserve, Tofaş, Tüpraş, TürkTraktör and Yapı Kredi Bank. Until now, 579 Koç Holding employees volunteered in the program. Upon transfer of the Vocational High School Coaches Program to ÖSGD in 2012, the program was expanded to 30 companies and 300 volunteers outside the Koç Holding. Two viral contests were held within the scope of the project. “Let Your Profession Talk”, which was held in 2009, reached out to 202.000 individuals, whereas “High Schools Compete in their Professions” held in 2012 reached 426.000. A total of 7800 students participated in the competitions. Furthermore, 5 different project competitions were held upon participation of 1118 vocational high school students. The goal of these projects were to equip vocational high school students with a variety of competencies, such as self-confidence, responsible citizenship, project development and creative thinking, teamwork and entrepreneurship. The top-ranking projects, “My School Goes to Technical Workshop” and “Raising 3D CMM and Metallurgical Examination Technicians” were adopted and scaled up by companies practicing the school-company cooperation model.

• 2011: Great Prize in the “European Employee Volunteerism Program 2011” held by Business in the Community and backed by the European Commission, to create awareness on employee volunteerism and employment creation, to enhance existing awareness, and to encourage companies for employing practices in this field. • 2012: “Model practice that supports youth employment in Europe”, awarded by the Youth Employment Program of ILO • 2013: Award by “Vocational High Schools Compete in their Profession” Online Competition, and “Golden Mixx” Turkey Award by Mixx (Marketing and Interactive Excellence) Awards in Social Marketing. • 2013: “Corporate Social Responsibility Communication Award of the Year” conferred to “Vocational High Schools Compete in their Profession” Online Competition, within the framework of the “European Digital Communication Awards 2012 –” organized by Berlin-based Quadriga University

Ümit Boyner Boyner Holding Board Member

“OUR YOUNG POPULATION IS AN OPPORTUNITY” BUSINESS MARKETS IN OUR COUNTRY AND THE WORLD DEMAND A QUALIFIED WORKFORCE, WHICH IS ACHIEVABLE THROUGH EDUCATION. EDUCATION SHOULD INCLUDE TECHNICAL AND PROFESSIONAL ASPECTS TOGETHER. FOR THE ECONOMIC AS WELL AS SOCIAL DEVELOPMENT OF TURKEY, IT IS ESSENTIAL TO REGARD OUR YOUNG POPULATION AS AN OPPORTUNITY, AND SUPPORT THEIR INCLUSION IN THE ECONOMY. Boyner Holding played a transformative role in textile sector. In textile sector, the traditional masterapprentice relationship serves a critical function. Can you tell us the human resources needs in this sector and how these resources could be promoted? What kind of change would a staff with higher qualifications offer for the textile sector? How would that contribute to the future of Turkey? Textile continues to be a noteworthy sector in generating employment in Turkey. There are various areas of specialization in the textile sector as well as career opportunities that allow

employees to gain mastery. Particularly, qualified staff from technical and vocational high schools in textile will enable our sector to rapidly keep up with new technologies. Textile is an important driver of our economy and a generator of new areas of employment, so this initiative represents a unique contribution for Turkey in that it creates new job opportunities for the young population as well as the newcomers that join the workforce every year. You place special care in women’s employment at Boyner Holding and you have been conducting the Nar Taneleri project to promote the education of

young women since 2009. Can you tell us the story of Nar Taneleri and the impact it has targeted and generated for the past 5 years? In this project we work with young women who stay at orphanages. We support their inclusion in life and workforce, side with their struggle against discrimination and strive to create awareness in society. Our primary target was to empower these young women at an individual level. 40% of the participants in our “Nar Taneleri” Project have been provided with employment and 47% continue their education.

“Textile is an important driver of our economy and a generator of new areas of employment, so this initiative represents a unique contribution for Turkey in that it creates new job opportunities for the young population as well as the newcomers that join the workforce every year.”

You deeply care about youth’s personal development and mentorship system in your Nar Taneleri Project. In the Vocational Education: A Crucial Matter for the Nation Project, too, several activities, particularly a coaching system was triggered to support social development of youth. Why do you think it is important to foster the personal skills of youth? What are the benefits of mentorship in that regard? The participants of our Nar Taneleri project have suffered discrimination throughout their lives for various reasons. It is especially important to

integrate disadvantaged populations into the workforce and offer them long-term support to empower them individually. They need support to achieve a sustainable impact through education and to transform their learning into daily habits, and the best method to attain this goal is mentorship. The mentorship program within MLMM Project has a quite similar stance; students receive career-planning support from experts in their selected fields and they also have a chance to discover their individual strengths.

you assess the MLMM Project? How could its dissemination to broader masses upon collaboration with Private Sector Volunteers Association bring about change? Opening up the project’s gates to other private sector enterprises by way of ÖSGD will surely multiply its effect and provide notable momentum for creating a positive perception regarding vocational high schools. We too have joined the project during this process and we have been offering our support for the past 2 years through ALTINYILDIZ.

As one of the leading businesswomen and opinion leaders in Turkey, how do

CONCLUSION Since the day of its launch, the MLMM Project has been creating a positive impact on the perception of vocational education in Turkey. Through this change of perception and various result-oriented practices, the project created a new model of education-employment relationship, through which individuals could improve themselves and enterprises could enhance their productivity. These models, in turn served as an example for even more advanced practices. While oriented towards scholarship students and schools at first, the project grew into corporate school-business collaborations. It fills me with a sense of pride to see Koç Group companies embrace this endeavor through a wide range of activities, ranging from the laboratories set up in schools, service workshops or offices, curriculum support and investment in teaching staff to establishing new Vocational Schools of Higher Education. Many of our companies and their service networks promote the idea of job specialization through practices that embrace vocational education, and prioritize

OUR FINAL WORDS ARE ACTUALLY A CALL, AN INVITATION TO OUR SUPPORTING INDUSTRIES, SUPPLY CHAINS, AND UMBRELLA ORGANIZATIONS: COME AND BE PART OF THIS STORY, LEND YOUR HAND. vocational school graduates. We are fully aware that, this is our country, and these are our children. According to the Education Reform Initiative’s 2012 Education Monitoring Report, regarding secondary school students, the level of self-confidence, their circle’s expectations for them and the quality of education tools available has a positive correlation to success. When students set big goals for themselves, their commitment to their school and their attendance rates also increase. The private sector can play various roles in this. Various organizations of the UN family call for education partnerships in business world. Therefore, we will continue our investments in this field, either with our current Vocational High School Coaches or new ones under the ÖSGD, or with new education investments as required by new sectors. Our final words are actually a call, an invitation to our supporting industries, supply chains, and umbrella organizations: Come and be part of this story, lend your hand. Turgay Durak, Koç Holding CEO

* The Smartest Investment: A Framework for Business Engagement in Education A Joint Initiative by UNESCO, UNICEF, the UNGC and UN Special Envoy for Global Education, 2013

Vocational Education: A Crucial Matter for the Nation (MLMM) Project reached out to vocational high schools all across Turkey, in seven years. In total, 579 Vocational High School Coaches provided support for students in 231 schools.

MARMARA REGION Balıkesir 2 Schools 7 VHS

Edirne 1 School 1 VHS

Sakarya 5 Schools 10 VHS

Bilecik 2 Schools 5 VHS

İstanbul 28 Schools 92 VHS

Tekirdağ 2 Schools 5 VHS

Bursa 11 Schools 32 VHS

Kırklareli 1 School 3 VHS

Yalova 1 School 3 VHS

Çanakkale 1 School 1 VHS

Kocaeli 17 Schools 43 VHS

AEGEAN REGION

Afyon 1 School 3 VHS

Kütahya 1 School 3 VHS

Aydın 2 Schools 6 VHS

Manisa 2 Schools 2 VHS

Denizli 2 Schools 8 VHS

Muğla 2 Schools 3 VHS

İzmir 15 Schools 42 VHS

Uşak 1 School 3 VHS

CENTRAL ANATOLIA REGION Aksaray 1 School 3 VHS

Eskişehir 5 Schools 10 VHS

Kırıkkale 4 Schools 13 VHS

Nevşehir 8 Schools 9 VHS

Ankara 16 Schools 44 VHS

Karaman 1 School 2 VHS

Kırşehir 1 School 2 VHS

Niğde 1 School 3 VHS

Çankırı 1 School 3 VHS

Kayseri 1 School 3 VHS

Konya 3 Schools 5 VHS

Sivas 2 Schools 5 VHS

Yozgat 1 School 4 VHS

BLACK SEA REGION Amasya 1 School 2 VHS

Bayburt 1 School 1 VHS

Düzce 2 Schools 4 VHS

Karabük 1 School 1 VHS

Rize 2 Schools 2 VHS

Tokat 1 School 1 VHS

Artvin 1 School 1 VHS

Bolu 2 Schools 4 VHS

Giresun 3 Schools 5 VHS

Kastamonu 2 Schools 2 VHS

Samsun 7 Schools 16 VHS

Trabzon 3 Schools 6 VHS

Bartın 2 Schools 5 VHS

Çorum 1 School 2 VHS

Gümüşhane 1 School 2 VHS

Ordu 1 School 1 VHS

Sinop 1 School 1 VHS

Zonguldak 1 School 2 VHS

EASTERN ANATOLIA REGION Ardahan 1 School 2 VHS

Erzurum 3 Schools 7 VHS

Muş 1 School 2 VHS

Bingöl 1 School 1 VHS

Hakkari 1 School 2 VHS

Tunceli 1 School 2 VHS

Bitlis 1 School 1 VHS

Iğdır 3 Schools 4 VHS

Van 1 School 3 VHS

Elazığ 2 Schools 6 VHS

Kars 1 School 3 VHS

Erzincan 2 Schools 4 VHS

Malatya 2 Schools 5 VHS

SOUTHEASTERN ANATOLIA REGION MEDITERRANEAN REGION Adana 3 Schools 9 VHS

Hatay 3 Schools 6 VHS

Mersin 3 Schools 7 VHS

Antalya 6 Schools 18 VHS

Isparta 1 School 3 VHS

Osmaniye 1 School 4 VHS

Burdur 1 School 3 VHS

Kahramanmaraş 1 School 5 VHS

Adıyaman 2 Schools 4 VHS

Gaziantep 1 School 1 VHS

Siirt 1 School 2 VHS

Batman 3 Schools 7 VHS

Kilis 1 School 4 VHS

Şanlıurfa 3 Schools 4 VHS

Diyarbakır 3 Schools 10 VHS

Mardin 2 Schools 5 VHS

Şırnak 1 School 3 VHS

VOCATIONAL HIGH SCHOOL COACHES 2007- 2013 ADANA Name

Company

Responsible For

Term

ADEM ABACI AHMET ÖZSEZER ALPER AKARSU FATİH ÖZEN (FİAT LAB.) HATİCE AKIN MEHMET TÜFEKLİ NECATİ DEVECİ SELDA MUT YASEMİN ARI

OTOKOÇ BİRMOT AYGAZ TOFAŞ OTOKOÇ DÜZEY BİRMOT MİGROS YKB

Adana - Engine A. T. H.S., Eng. Tech. H.S., Eng. Voc. H.S. & Tech. Ind. Voc. High School Adana - Engine A. T. H.S., Eng. Tech. H.S., Eng. Voc. H.S. & Tech. Ind. Voc. High School * Adana - Engine A. T. H.S., Eng. Tech. H.S., Eng. Voc. H.S. & Tech. Ind. Voc. High School Adana - Engine A. T. H.S., Eng. Tech. H.S., Eng. Voc. H.S. & Tech. Ind. Voc. High School Adana - Karşıyaka A.V.H.S., Trade H.S., & Ind. Voc. H.S. Adana - Engine A. T. H.S., Eng. Tech. H.S., Eng. Voc. H.S. & Tech. Ind. Voc. High School Adana Ceyhan Tra. Vocational High School *

2008-2013 2011-2013 2008-2011 2011-2013 2008-2013 2008-2013 2007-2009 2007-2013 2011-2013

Name

Company

Responsible For

Term

EDA TATAR İLHAN SUBAŞI NURİ ÇELİK SUAT KÜŞNELİ

ARÇELİK ARÇELİK ARÇELİK YKB

Adıyaman Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. High School Adıyaman Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. High School Adıyaman Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. High School Adıyaman - Merkez Anatolian Girls’ Voc. and Girls Voc. H.S.

2011-2013 2007-2011 2011-2013 2009-2013

Name

Company

Responsible For

Term

FİLİZ ÖZPEKER MEHMET VEHBİ AKKAN

YKB YKB

Afyonkarahisar-Zübeyde Hanım Anatolian Girls’ Voc. & Girls Voc. H.S. Afyonkarahisar-Zübeyde Hanım Anatolian Girls’ Voc. & Girls Voc. H.S.

MELEK ARI

YKB

Afyonkarahisar-Zübeyde Hanım Anatolian Girls’ Voc. & Girls Voc. H.S.

2007-2009 2007-2008 / 2009-2010 2010-2013

Name

Company

Responsible For

Term

CÜNEYT HALICI İLHAN DENİZ MUZAFFER ERENLER

YKB YKB YKB

Aksaray-Trade Voc. H.S., Ana. Trade H.S. Aksaray-Trade Voc. H.S., Ana. Trade H.S. Aksaray-Trade Voc. H.S., Ana. Trade H.S.

2008-2011 2008-2013 2007-2009

Name

Company

Responsible For

Term

HASAN ONUR IŞIK NİLÜFER FURTUNA

YKB YKB

Amasya-Trade Voc. H.S., Ana. Trade H.S. Amasya-Trade Voc. H.S., Ana. Trade H.S.

2008-2013 2007-2013

Name

Company

Responsible For

Term

AKIN KARABULUT AKTAN TEKİNEL AYŞEGÜL GÖREL AYTÜL SİNEM ÜSTÜN BARIŞ ERSİL BARLAS ERKAN BERNA GÜLSOY

OTOKOÇ ARÇELİK YKB YKB KOÇTAŞ FORD YKB

Keçiören Aydınlıkevler Trade Vocational School Sincan Fatih Anatolian Vocational School, Trade H.S., & Ind. Voc. H.S. Çankaya Akdere Trade Vocational School Cebeci Anatolian Voc. and Girls’ Vocational High School Keçiören Aydınlıkevler Trade Vocational School Sincan Anatolian Vocational School, Trade H.S., & Ind. Voc. H.S. Çankaya Akdere Trade Vocational School

2008-2011 2007-2008 2007-2013 2009-2012 2008-2009 2007-2009 2007-2010

ADIYAMAN

AFYONKARAHİSAR

AKSARAY

AMASYA

ANKARA

* Not assigned to a project school.

Name

Company

Responsible For

Term

BURAK UYGUR CANSU JANSET AYDIN CEM KÖSEOĞLU CÜNEYT GÜLHAN DİLEK ÖNAL EMEL ERDEM EMRAH AYDIN EMRAH TOPAL EMRE SİNA TULGAR ERSİN VELİ VULKAN FATİH ÇELEN FATİH TUNÇ GÖKTÜRK ÖZDEMİR GÖZDE DERELİ GÜLDEN GÖR İPEK DEMİRÖLMEZ KADİR YÜKSEL

OTOKOÇ YKB TÜRK TRAKTÖR KOÇTAŞ MİGROS DİVAN MİGROS DİVAN TÜRK TRAKTÖR TÜRK TRAKTÖR MİGROS KOÇTAŞ TOFAŞ KOÇTAŞ ARÇELİK KOÇTAŞ TÜRK TRAKTÖR

2011-2013 2008-2010 2011-2013 2007-2008 2010-2013 2007-2013 2009-2013 2008-2013 2009-2013 2009-2013 2007-2010 2011-2013 2012-2013 2011-2013 2008-2010 2008-2009 2009-2013

MEHMET ŞEN MESUT SERT MURAT ERDOĞAN ARAS MURAT ÖZTÜRK

YKB BİRMOT MİGROS TÜRK TRAKTÖR

ÖNER HALİL ZEYREK ÖZER ÖZSINMAZ ÖZGE ONUR ÖZGÜR GÜRBÜZ ÖZLEM ÖZKAYA SAİT CÖMERT SALİH BAŞARAN SUZAN ESEN ŞEFİKA FÜSUN PAKSOY ŞULE HACIOĞLU TAHSİN ASLAN TOLGA YANÇ TUĞÇEM ALTUĞ ŞENOL VEDAT GÜLTEKİN YASEMİN ÖZKAYA ZEHRA ÇANKAYA

TÜRK TRAKTÖR DÜZEY YKB KOÇTAŞ YKB BİRMOT OTOKOÇ YKB MİGROS ARÇELİK TOFAŞ TÜRK TRAKTÖR KOÇTAŞ OTOKOÇ TOFAŞ TÜRK TRAKTÖR

Keçiören Ana. Tech. H.S., A.V.H.S., Tech. H.S. and Ind. Voc. H.S Cebeci Anatolian Voc. and Girls’ Vocational High School * Keçiören Aydınlıkevler Trade Vocational School Çankaya Ayrancı Trade Vocational School & Evening Trade High School Çankaya İMKB Anatolian Voc. H.S. of Hotel Management & Tourism Keçiören Aydınlıkevler Trade Vocational School Ankara Yenimahalle Trade Vocational School Ankara-Yenimahalle Ind. Voc. High Sch. & Erzincan Tercan A.T. H.S., & Ind. Voc. High Sch. Yenimahalle Ind. Voc. High Sch. & Erzincan Tercan A.Trade H.S., & Ind. Voc. High Sch. Çankaya Ayrancı Trade Vocational School & Evening Trade High School Keçiören Aydınlıkevler Trade Vocational School Ankara Güvercinlik Vocational High School Keçiören Aydınlıkevler Trade Vocational School Sincan Fatih Anatolian Vocational School, Trade H.S., & Ind. Voc. H.S. Keçiören Aydınlıkevler Trade Vocational School Ankara Gazi A.T.H.S., A.V.H.S., Trade H.S., & Ind. Voc. H.S. & Ankara-Beypazarı Trade Vocational & Anatolian Trade Vocational School Çankaya Akdere Trade Vocational School Keçiören Ana. Tech. H.S., A.V.H.S., Tech. H.S. and Ind. Voc. H.S Keçiören Aydınlıkevler Trade Vocational School Ankara Gazi A.T.H.S., A.V.H.S., Trade H.S., & Ind. Voc. H.S. & Ankara-Beypazarı Trade Vocational & Anatolian Trade Vocational School Ankara Gazi A.T.H.S., A.V.H.S., Trade H.S., & Ind. Voc. H.S. Ankara Altındağ İskitler Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. Cebeci Anatolian Voc. & Girls’ Vocational High School Keçiören Aydınlıkevler Trade Vocational School Cebeci Anatolian Voc. & Girls’ Vocational High School Keçiören Ana. Tech. H.S., A.V.H.S., Tech. H.S. & Ind. Voc. H.S Keçiören Ana. Tech. H.S., A.V.H.S., Tech. H.S. and Ind. Voc. H.S Cebeci Anatolian Voc. & Girls’ Vocational High School Keçiören Aydınlıkevler Trade Vocational School Sincan Fatih Anatolian Vocational School, Trade H.S., & Ind. Voc. H.S. Etimesgut Güvercinlik Tech. H.S. & Ind. Voc. H.S. Yenimahalle Ind. Voc. High Sch. & Erzincan Tercan A.Trade H.S., & Ind. Voc. High Sch. Keçiören Aydınlıkevler Trade Vocational School Keçiören Ana. Tech. H.S., A.V.H.S., Tech. H.S. and Ind. Voc. H.S Etimesgut Güvercinlik Tech. H.S. and Ind. Voc. High School Beypazarı Trade Vocational and Anatolian Trade Vocational School

Name

Company

Responsible For

Term

ARZU KIZILTAŞ ÖZDEMİR ATİLLA DEMİREZ AYŞE ÜÇLER DUYGU BÖLÜK EMRAH AKAR GÜLAY ÖZKAYA İHSAN ORKUN KARAÖRS KAMİL DURMAK MİNE DİKİCİ MÜZEYYEN ÖZSÖZGÜN ÖMER KORKMAZ RASİM ISIYEL

DİVAN ARÇELİK DİVAN KOÇTAŞ KOÇTAŞ DİVAN YKB DİVAN DİVAN DİVAN KOÇTAŞ KOÇTAŞ

İsmet İnönü Kt Anatolian Vocational School, Girls’ Voc. & Girls’ Tra. High School Atatürk Ana. Tech. H.S., Ana. Voc. H.S. & Ind. Voc. H.S. Merkez Anatolian Voc. H.S. of Hotel Management & Tourism Merkez Hızır Reis Tra. Voc. High School Merkez Hızır Reis Tra. Voc. High School İsmet İnönü K.T. Anatolian Vocational School, Girls’ Voc. & Girls’ Tra. H.S. İzmir-Göztepe Anatolian Voc. & Voc. H.S. Merkez Anatolian Voc. H.S. of Hotel Management & Tourism Merkez Anatolian Voc. H.S. of Hotel Management & Tourism İsmet İnönü K.T. Anatolian Vocational School, Girls’ Voc. & Girls’ Tra. H.S. Merkez Hızır Reis Tra. Voc. High School Merkez Hızır Reis Tra. Voc. High School

2011-2013 2008-2010 2008-2011 2008-2012 2011-2013 2009-2013 2011-2013 2008-2013 2012-2013 2007-2008 2007-2010 2011-2013

2009-2013 2008-2013 2008-2011 2007-2011 2011-2013 2007-2011 2008-2013 2008-2009 2009-2013 2007-2009 2008-2011 2007-2009 2007-2008 2011-2013 2007-2010 2008-2013 2011-2013 2011-2013 2010-2013 2007-2013

ANTALYA

* Not assigned to a project school.

Name

Company

Responsible For

Term

RECEP İNAN

Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S.

2007-2011

SİNAN DEMİREZ SİNAN YÜKSEKDAĞ ŞEBNEM ERDEN ŞİRİN AYKUT

AYGAZ DOĞAL GAZ ARÇELİK MİGROS DİVAN DİVAN

Atatürk Ana. Tech. H.S., Ana. Voc. H.S. & Ind. Voc. H.S. Merkez Hızır Reis Tra. Voc. High School İsmet İnönü K.T. Anatolian Vocational School, Girls’ Voc. & Girls’ Tra. H.S. İsmet İnönü K.T. Anatolian Vocational School, Girls’ Voc. & Girls’ Tra. H.S.

ÜMİT OLGUN

DİVAN

İsmet İnönü K.T. Anatolian Vocational School, Girls’ Voc. & Girls’ Tra. H.S.

2009-2013 2007-2011 2009-2013 2007-2008 / 2009-2013 2008-2013

Name

Company

Responsible For

Term

MUSTAFA DEMİR SEVAL GÜNGÖR

ARÇELİK ARÇELİK

Ardahan-Ind. Voc. H.S. & Ana. Voc. High School Ardahan-Ind. Voc. H.S. & Ana. Voc. High School

2011-2013 2007-2011

Name

Company

Responsible For

Term

ARZU ARSLAN

YKB

Artvin-Merkez Trade Voc. H.S., Ana. Trade High School

2009-2013

Name

Company

Responsible For

Term

ATEŞ MEHMET ATEŞLER DURAN BORAZAN

MİGROS DİVAN

2008-2011 2008-2011

EVREN ŞANLITÜRK ERKAN ERALP YAHŞİ HÜLYA ÇELİK NURHAYAT AYDEMİR BIÇAKÇI

MİGROS MİGROS YKB MİGROS

Aydın-50. Yıl Trade Voc. H.S. & Ana. Trade Voc. H.S. Aydın-Didim Ana. Voc. H.S. of Hot. Man. & Tourism, Ortaca Ana. Voc. H.S. of Hot. Man. & Tou. & Muğla-Marmaris İçmeler Halit Narin Ana. Voc. H.S. of Hotel Man. & Tou. Aydın-50. Yıl Trade Voc. H.S. & Ana. Trade Voc. H.S. Aydın-50. Yıl Trade Voc. H.S. & Ana. Trade Voc. H.S. Aydın-50. Yıl Trade Voc. H.S. & Ana. Trade Voc. H.S. Aydın-50. Yıl Trade Voc. H.S. & Ana. Trade Voc. H.S.

Name

Company

Responsible For

Term

BAHATTİN KAÇAR ERDİNÇ BAYRAM HAKAN ÇELİK KADİR EDREMİT METİN DUYGULU MURAT GÜRTEKİN TUĞSAN ÖZBAKIR

YKB MİGROS AYGAZ AYGAZ YKB AYGAZ AYGAZ

Balıkesir-Edremit Remzi Molvalıoğlu Tra. V.H.S., A.V.H.S. of Hotel Man. & Tourism Balıkesir-Edremit Remzi Molvalıoğlu Tra. V.H.S., A.V.H.S. of Hotel Man. & Tourism Balıkesir Merkez İMKB Industrial Vocational High School Balıkesir Merkez İMKB Industrial Vocational High School Balıkesir-Edremit Remzi Molvalıoğlu Tra. V.H.S., A.V.H.S. of Hotel Man. & Tourism Balıkesir Merkez İMKB Industrial Vocational High School Balıkesir Merkez İMKB Industrial Vocational High School

2007-2008 2007-2013 2007-2008 2008-2009 2007-2008 2008-2011 2009-2013

Name

Company

Responsible For

Term

ALİ COŞKUN DEMİREL HİCRAN GEDİK SAİLE KETBOĞA SERDAL TORUN ZEKİ KAVAL

ARÇELİK YKB YKB YKB YKB

Bartın Merkez A.T.H.S., Trade H.S. & Ind. Voc. H.S. Bartın-Anatolian Girls’ Voc. & Girls Voc. H.S. Bartın-Anatolian Girls’ Voc. & Girls Voc. H.S. Bartın-Anatolian Girls’ Voc. & Girls Voc. H.S. Bartın-Anatolian Girls’ Voc. & Girls Voc. H.S.

2007-2013 2007-2009 2009-2013 2007-2008 2008-2011

Name

Company

Responsible For

Term

ÇETİN ÇELİKAL HASAN YILMAZ

TÜPRAŞ YKB

Batman-Merkez Ana.Tra. Voc. High School & Trade Vocational School *

2007-2013 2011-2013

ARDAHAN

ARTVİN

AYDIN

2011-2013 2007-2009 2007-2010 2007-2008

BALIKESİR

BARTIN

BATMAN

* Not assigned to a project school.

Name

Company

Responsible For

Term

M. CAN ŞENER MENEKŞE OSKAN ŞERİFE SEVERİM TERCAN TERCAN UFUK KANSU

TÜPRAŞ TÜPRAŞ TÜPRAŞ TÜPRAŞ TÜPRAŞ

Batman-Ind. Voc. H.S., Tech. H.S. & Ana. Voc. H.S. Batman-Trade Vocational School Batman-Trade Vocational School Batman-Trade Vocational School Batman-Ind. Voc. H.S., Tech. H.S. & Ana. Voc. H.S.

2007-2008 2009-2013 2008-2009 2008-2011 2008-2013

Name

Company

Responsible For

Term

CEMAL TÜRKOĞLU

YKB

Bayburt-Anatolian Girls’ Voc. & Girls Voc. H.S.

2007-2008

Name

Company

Responsible For

Term

AGAH CİVELEK CENK OSKAY HAYRETTİN TOPEL HÜSEYİN YAŞAR ASA YUSUF GÜRKAN

FORD FORD FORD FORD FORD

Bilecik-Bozüyük Tech. H.S. & Ind. Voc. H.S. Bilecik-Bozüyük Tech. H.S. & Ind. Voc. H.S. Bilecik Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. Bilecik-Bozüyük Tech. H.S. & Ind. Voc. H.S. Bilecik Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S.

2008-2013 2009-2011 2007-2013 2007-2008 2009-2011

Name

Company

Responsible For

Term

MURAT BURAL

ARÇELİK

Bingöl-Anatolian Girls’ Voc. H.S. & Girls’ Voc. High School

2008-2013

Name

Company

Responsible For

Term

FEHMİ KALELİ

ARÇELİK

Bitlis-Trade Voc. H.S., Ana. Trade H.S.

2007-2013

Name

Company

Responsible For

Term

AYBEGÜM BİRYOL İHSAN ARSLANTEKİN KADİR USTA MURAT GÜNDOĞDU

ARÇELİK ARÇELİK ARÇELİK ARÇELİK

Bolu Merkez İzzet Baysal Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. Bolu-Merkez Mimar İzzet Baysal Ana.Tec. H.S., Ana. Voc. H.S.,Tec. H.S. & Ind. Voc. H.S. Bolu Merkez İzzet Baysal Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. Bolu Merkez İzzet Baysal Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S.

2011-2013 2007-2013 2008-2011 2007-2008

Name

Company

Responsible For

Term

AHMET ERDEM SEVİNÇ AŞKIN CANDAN TOLGA ÖZDEMİR

YKB YKB YKB

Burdur Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. Burdur Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. Burdur Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S.

2008-2010 2009-2013 2008-2010

Name

Company

Responsible For

Term

ADNAN UÇAR AKIN KARA ALİ BAYRAŞA ARİF DOĞRU AYDIN BAŞESKİ BAŞAK OKATAN DUYGU KARTAL BUĞRAL

TOFAŞ TOFAŞ TOFAŞ TOFAŞ TOFAŞ TOFAŞ TAT

Bursa Hürriyet Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. A. Osman Sönmez Ana. Tra. H.S., Ana. Voc. H.S. Trade H.S. & Ind. Voc. H.S. Bursa Hürriyet Industrial Vocational High School Osmangazi Demirtaş Paşa Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. A. Osman Sönmez Ana. Tra. H.S., Ana. Voc. H.S. Trade H.S., & Ind. Voc. H.S. Yıldırım Trade Voc. H.S. & Anatolian Com.Voc. H.S. Karacabey Tech. H.S. & Ind. Voc. H.S.

2007-2008 2008-2011 2009-2013 2008-2013 2007-2011 2008-2013 2011-2013

BAYBURT

BİLECİK

BİNGÖL

BİTLİS

BOLU

BURDUR

BURSA

Name

Company

Responsible For

Term

ERCAN ERDEM ERDAL BEDEL ERGUN BERBER HADİ GİDER HASAN YILDIRIM HAYATİ GÜNEŞ HÜSEYİN URUÇ İLKER MEHMET ŞENER İSMAİL ÇALIŞKAN İSMET NECAT IŞIK MEHMET ALİ ZENGİN NECDET PEK NEVZAT TORUN ONUR DÜNDAR ÖMER MURAT ŞAHİN RIDVAN UZUN SABRİ ÖZTÜRK SEMA GÖK SERKAN ALİ ALTINEL ŞAKİR ÇAVUŞ TÜRKER GÜDÜ UĞUR KAYAR YÜKSEL USLU ZEKİYE ALKAN ZEYNEP ÖZER

TOFAŞ TAT TOFAŞ TAT TOFAŞ TOFAŞ TAT TOFAŞ TOFAŞ TOFAŞ TAT TOFAŞ TOFAŞ TAT TOFAŞ TOFAŞ TOFAŞ TAT TOFAŞ TOFAŞ TOFAŞ TOFAŞ TOFAŞ TAT TOFAŞ

Osmangazi Demirtaş Paşa Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. Mustafa Kemalpaşa Tech. H.S. & Ind. Voc. H.S. Necatibey Ana. Girls’ Voc., Girls’ Vocational High School & Advanced Tech. H.S. Karacabey Tech. H.S. & Ind. Voc. H.S. A. Osman Sönmez Ana. Tra. H.S., Ana. Voc. H.S. Trade H.S., & Ind. Voc. H.S. Bursa Hürriyet Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. Bursa Karacabey Ind. Voc. High School Bursa Hürriyet Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. Osmangazi Tophane A.T.H.S., A.V.H.S., Trade H.S., & Ind. Voc. H.S. Osmangazi Tophane A.T.H.S., A.V.H.S., Trade H.S., & Ind. Voc. H.S. Mustafa Kemalpaşa Tech. H.S. & Ind. Voc. H.S. Yıldırım Trade Voc. H.S. & Anatolian Com. Voc. H.S. Zübeyde Hanım Anatolian Vocational School & Girls’ Vocational High School Bursa Mustafa Kemal Paşa I.V.H.S. Osmangazi Tophane A.T.H.S., A.V.H.S., Trade H.S., & Ind. Voc. H.S. Yıldırım Trade Voc. H.S. & Anatolian Com. Voc. H.S. Bursa Hürriyet Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. * Bursa Hürriyet Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. Osmangazi Demirtaş Paşa Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. Bursa Hürriyet Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. Bursa Hürriyet Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. Necatibey Ana. Girls’ Voc., Girls’ Vocational High School & Advanced Tech. H.S. * Necatibey Ana. Girls’ Voc., Girls’ Vocational High School & Advanced Tech. H.S.

2008-2013 2008-2011 2007-2008 2007-2013 2008-2013 2007-2013 2008-2011 2008-2011 2007-2013 2008-2013 2007-2008 2008-2013 2007-2013 2008-2010 2007-2013 2007-2013 2011-2013 2011-2013 2008-2013 2007-2009 2008-2013 2009-2013 2008-2013 2011-2013 2008-2011

Name

Company

Responsible For

Term

AYBARS ARCAN

TOFAŞ

Çanakkale- Gelibolu Mehmet Akif Ersoy I.V.H.S.

2007-2008

Name

Company

Responsible For

Term

ÇİĞDEM BAHRİBALABAN MİNE ERİCEKLİ PINAR ERSUNAN ÖZKAN

YKB YKB YKB

Çankırı-Anatolian Girls’ Voc. & Girls Voc. H.S. Çankırı-Anatolian Girls’ Voc. & Girls Voc. H.S. Çankırı-Anatolian Girls’ Voc. & Girls Voc. H.S.

2009-2011 2007-2013 2008-2011

Company

Responsible For

Term

Çorum-Trade Voc. H.S., Ana. Trade H.S. Çorum-Trade Voc. H.S., Ana. Trade H.S.

2007-2011 2011-2013

ÇANAKKALE

ÇANKIRI

ÇORUM Name

MEHMET KAYMAK MİGROS ŞULE SAKINMAZ ÇALIŞKANER MİGROS

DENİZLİ

Name

Company

Responsible For

Term

ARİF İLHAN BANU ALKAYA DİDEM BAYRAKLI DUYGU ECEVİT TEKİN HİCRAN KURAN OSMAN YANKAYIŞ OYTUN YAROĞLU YASEMİN ILGAZ

YKB YKB YKB YKB YKB YKB YKB YKB

Denizli-Vali Vefki Ertür Anatolian Girls’ Voc. H.S. & Girls’ Voc. High School Denizli-Atatürk Ana. Tech. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. Denizli-Vali Vefki Ertür Anatolian Girls’ Voc. H.S. & Girls’ Voc. High School Denizli-Atatürk Ana. Tech. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. Denizli-Atatürk Ana. Tech. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. Denizli-Vali Vefki Ertür Anatolian Girls’ Voc. H.S. & Girls’ Voc. High School Denizli-Atatürk Ana. Tech. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. Denizli-Atatürk Ana. Tech. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S.

2009-2010 2011-2013 2011-2013 2007-2011 2009-2013 2007-2008 2008-2011 2009-2010

*Not assigned to a project school.

DİYARBAKIR Name

Company

Responsible For

Term

ABDUREZZAK ŞAHİN BARIŞ BARUT CELİL CENGİZOĞLU DOST BİÇEN FELAT ALABAŞ

TOFAŞ YKB YKB YKB AYGAZ

MAHİR GÜLEN MAHİR ÖMER ÜNAL

YKB AYGAZ

2012-2013 2007-2008 2007-2009 2011-2013 2007-2008 / 2009-2013 2008-2013 2008-2011

SENA BARMAN SUAT ODABAŞI TOLGA KIRLI

YKB TOFAŞ TOFAŞ

Diyarbakır Burhanettin Yıldız Industrial Vocational High School Diyarbakır-Muazzez Sümer Anatolian Girls’ Voc. & Girls’ Voc. High School Diyarbakır-Muazzez Sümer Anatolian Girls’ Voc. & Girls’ Voc. High School Diyarbakır-Muazzez Sümer Anatolian Girls’ Voc. & Girls’ Voc. High School Diyarbakır-Türk Telekom Ana. Voc. H.S. & Diyarbakır-Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. Diyarbakır-Muazzez Sümer Anatolian Girls’ Voc. & Girls’ Voc. High School Diyarbakır-Türk Telekom Ana.Tech. H.S. & Diyarbakır-Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. Diyarbakır-Muazzez Sümer Anatolian Girls’ Voc. & Girls’ Voc. High School Diyarbakır Burhanettin Yıldız Industrial Vocational High School Diyarbakır Burhanettin Yıldız Industrial Vocational High School

Name

Company

Responsible For

Term

DERYA FIRAT DUYGU HAKAN ACAR KENAN EVREN AYBASTI SEZGİN ARSLAN

ARÇELİK ARÇELİK ARÇELİK YKB

Düzce-Anatolian Girls’ Voc. & Girls Voc. H.S. Düzce-Anatolian Girls’ Voc. & Girls Voc. H.S. Düzce Merkez A.T.H.S., Trade H.S. & Ind. Voc. H.S. Düzce Merkez A.T.H.S., Trade H.S. & Ind. Voc. H.S.

2007-2008 2008-2013 2007-2011 2008-2013

Name

Company

Responsible For

Term

BEKİR BALKAN

ARÇELİK

Edirne Merkez Trade H.S. & Ind. Voc. H.S.

2007-2013

Name

Company

Responsible For

Term

CİHAN AKKAYA FİRDEVS ÖZBEK ÖZNAY HAKAN YALÇINKAYA RECEP YUMUŞAKBAŞ SERKAN TUNÇ YUSUF AKİPEK

YKB YKB YKB YKB YKB ARÇELİK

Elazığ-Öğretmen Sıdıka Avar Ana. Km. L. & Km. L. Elazığ-Öğretmen Sıdıka Avar Ana. Km. L. & Km. L. Elazığ-Öğretmen Sıdıka Avar Ana. Km. L. & Km. L. Elazığ-Öğretmen Sıdıka Avar Ana. Km. L. & Km. L. Elazığ-Öğretmen Sıdıka Avar Ana. Km. L. & Km. L. Elazığ Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. & BingölAnatolian Girls’ Voc. & Girls’ Voc. High School

2010-2013 2009-2011 2008-2009 2007-2009 2008-2012 2007-2013

Name

Company

Responsible For

Term

ECDER GÖKMEN AKSAKALLI ERAY ÖCAL FERDA ERTANE SERHAT YÜCEL

YKB TÜRK TRAKTÖR YKB TÜRK TRAKTÖR

Erzincan-Anatolian Girls’ Voc. & Girls Voc. H.S. Erzincan Tercan I.V.H.S. Erzincan-Anatolian Girls’ Voc. & Girls Voc. H.S. Erzincan Tercan I.V.H.S.

2008-2009 2009-2011 2007-2010 2009-2011

Name

Company

Responsible For

Term

ABDÜLHALİM ÖNALAN ASUMAN KURTOĞLU DİLŞAD AYDOĞMUŞ ERCAN POLAT FATİH DOKUMACI FATMA KAYA İLKNUR ÖZKAN

MİGROS YKB MİGROS FORD MİGROS YKB YKB

Erzurum-Trade Voc. H.S., Ana. Trade H.S. Erzurum-Anatolian Girls’ Voc. & Girls Voc. H.S. Erzurum-Trade Voc. H.S., Ana. Trade H.S. Erzurum-Atatürk Ana. T.H.S., Ana. Voc. H.S., Tech. H.S & Ind. V.H.S. Erzurum-Trade Voc. H.S., Ana. Trade H.S. Erzurum-Anatolian Girls’ Voc. & Girls Voc. H.S. *

2009-2013 2007-2009 2011-2012 2007-2013 2007-2009 2007-2008 2011-2013

2011-2013 2009-2013 2012-2013

DÜZCE

EDİRNE

ELAZIĞ

ERZİNCAN

ERZURUM

* Not assigned to a project school.

ESKİŞEHİR Name

Company

Responsible For

Term

AYHAN DEMİREL HARUN ERKUT LEVENT ÖZENLİ MELTEM KARKIN MUSTAFA ERHAN ACAY NURAY GÜNEYSU ÖZGE ÖNCEL SAFFET ÖZIRMAK SEDA EROĞLU TUĞBA AKTAŞ

ARÇELİK FORD FORD YKB YKB FORD YKB FORD ARÇELİK FORD

Eskişehir- Merkez Turgut Reis Ind. Voc. H.S., Tech. H.S. & Ana. Voc. H.S. Eskişehir-Merkez İnönü Ind. Voc. H.S. Eskişehir-Merkez İnönü Ind. Voc. H.S. Eskişehir-Merkez Gazi Anatolian Voc. H.S. & Voc. H.S. Eskişehir-Merkez Gazi Anatolian Voc. H.S. & Voc. H.S. Eskişehir-Atatürk Ana. Tech. H.S., Ana. Voc. H.S. Tech. H.S. & I.V.H.S. * Eskişehir-Atatürk Ana. Tech. H.S., Ana. Voc. H.S. Tech. H.S. & I.V.H.S. Eskişehir-Merkez Turgut Reis Ind. Voc. H.S., Tech. H.S. & Ana. Voc. H.S. Bilecik Merkez A.T.H.S., A.V.H.S., Trade H.S., & Ind. Voc. H.S.

2007-2013 2009-2013 2007-2013 2008-2013 2007-2009 2009-2013 2011-2013 2007-2013 2012-2013 2011-2013

Name

Company

Responsible For

Term

İLHAN ERSAN

FORD

Gaziantep-Hacı Sani Konukoğlu A.T.H.S., A.V.H.S. & G.V.H.S.

2007-2013

Name

Company

Responsible For

Term

AHMET ÖZYER

OPET

2007-2008

BORA ALTINAY

OPET

EROL KARADERE GÖKSEL KÖSE MEHMET ŞİŞMAN

OPET MİGROS MİGROS

Giresun Merkez A.T.H.S., Trade H.S. & Ind. Voc. H.S./Giresun-Anatolian Voc. & Girls’ Vocational High School Giresun Merkez A.T.H.S., Trade H.S. & Ind. Voc. H.S./Giresun-Anatolian Voc. & Girls’ Vocational High School Giresun-Anatolian Voc. & Girls’ Vocational High School Giresun-Bulancak Tra. Voc. & Ana. Tra. Voc. H.S. Giresun-Bulancak Tra. Voc. & Ana. Tra. Voc. H.S.

Name

Company

Responsible For

Term

ÖZCAN BAYRAKTAR TACİ TOZLU

ARÇELİK ARÇELİK

Gümüşhane-Ind. Voc. H.S., Tech. H.S. & Ana. Voc. H.S. Gümüşhane-Ind. Voc. H.S., Tech. H.S. & Ana. Voc. H.S.

2007-2011 2011-2013

Name

Company

Responsible For

Term

NEZİH BURAK YILDIRIM OSMAN İNCE

ARÇELİK ARÇELİK

Hakkari-Ticaret Mes. Lis. & Anatolian Trade Voc. H.S. Hakkari-Ticaret Mes. Lis. & Anatolian Trade Voc. H.S.

2008-2011 2007-2008

Name

Company

Responsible For

Term

DENİZ TÜTÜNCÜ FİKRET COŞAR HÜSEYİN PAŞA ÇETİN MUSTAFA SAÇAR YILMAZ AYDIN

FORD AYGAZ YKB FORD AYGAZ

Hatay Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. Hatay-Dörtyol Trade Voc. H.S., Ana. Trade H.S. Hatay-Dörtyol Trade Voc. H.S., Ana. Trade H.S. Hatay Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. Hatay-Dörtyol Trade Voc. H.S., Ana. Trade H.S.

2011-2013 2007-2009 2008-2013 2007-2013 2007-2011

Name

Company

Responsible For

Term

ADNAN Y. DURSUNOĞLU ERSİN BOĞAZ HÜSEYİN ÇALIŞAN

FORD MİGROS MİGROS

Iğdır Merkez A.V.H.S., Trade H.S. & Ind. Voc. H.S. Iğdır-Besti Aydeniz Anatolian Vocational School & Girls’ Vocational High School Iğdır-Besti Aydeniz Anatolian Vocational School & Girls’ Vocational High School

2007-2011 2007-2008 2010-2011

GAZİANTEP

GİRESUN

2008-2013 2009-2011 2007-2008 2008-2013

GÜMÜŞHANE

HAKKARİ

HATAY

IĞDIR

* Not assigned to a project school.

Name

Company

Responsible For

Term

HÜSEYİN SAĞIRLAR KORAY AKTAŞ

MİGROS MİGROS

Iğdır-Besti Aydeniz Anatolian Vocational School & Girls’ Vocational High School Van-Trade Voc. & Anatolian Trade Voc. High School

2008-2010 2011-2013

Name

Company

Responsible For

Term

ATİLLA SÜLEYMAN KAHRAMAN BANU BİLGİ OKTAY DURAN

YKB

Isparta-M. Albayrak Tra. Mes. & Ana. Tra. Voc. High School & Anatolian Com.Voc. H.S.

2009-2011

YKB YKB

* Isparta-M. Albayrak Tra. Mes. & Ana. Tra. Voc. High School & Anatolian Com.Voc. H.S.

2011-2013 2007-2008

Name

Company

Responsible For

Term

ÖZGÜR KAYNAK

YKB

İzmir-Göztepe Anatolian Voc. & Voc. H.S.

2009-2013

Name

Company

Responsible For

Term

ALİ KUZU ARİF KURT ARZU TOKMAK AYÇA EROL AYDOĞAN CANTİMUR AYHAN ÇALIŞKAN BANU HÜR DOĞAN BELKIS HAFIZOĞLU BURCU ŞEN CAHİT CEYLAN CANER EMEKSİZ CEMAL DEMİRHAN CEYDA İŞ VARDARLI CİHAN KAYACIK DEMET KÖSE DURSUN DEMİRCANLI DUYGU ŞENOL KAPUCU EDHEM ERKOÇ EGEMEN ATAKAN EJDER YAMAN EMİN YILMAZ EMRE ÖZYEŞİL ENGİN EVCİ ERCAN BODUR ERHAN KANTAR ERKAN BAYSAL ERSİN DEMİRDAĞ ESRA ALTIN ÖZTUNA ESRA ŞENKUL FATİH AYDIN FERAMİ DURMUŞ FERDA GÖKSEL FİLİZ ÖZPERÇİN GİZEM AYANOĞLU GÖRKEM BENLİ HAKKI TEMURÇİN

FORD SETUR KOÇTAŞ SETUR KOÇTAŞ MİGROS AYGAZ KOÇTAŞ KOÇTAŞ TOFAŞ TOFAŞ TOFAŞ SETUR KOÇTAŞ SETUR KOÇTAŞ KOÇTAŞ KOÇTAŞ TOFAŞ TOFAŞ DÜZEY KOÇTAŞ KOÇTAŞ TOFAŞ KOÇTAŞ DİVAN TOFAŞ KOÇTAŞ SETUR KOÇTAŞ ARÇELİK-LG KOÇTAŞ SETUR KOÇTAŞ ARÇELİK ARÇELİK-LG

Maltepe Küçükyalı Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. * Üsküdar Remzi Bayraktar Trade Vocational School Ortaköy Zübeyde Han. Ana. Girls’ Voc. H.S. & Girls’ Voc. H.S. Şişli A.T.H.S., T.L., I.V.H.S. Kadıköy Dilek Sabancı Tra. Voc. High School & Ana. Tra. Voc. High School Avcılar Saide Zorlu Tra. Voc. High School & Ana. Tra. Voc. High School Şişli A.T.H.S., T.L., I.V.H.S. Üsküdar Remzi Bayraktar Trade Vocational School Diyarbakır-Burhanettin Yıldız Industrial Vocational High School Antalya-Industrial Vocational High School Bursa-Hürriyet Industrial Vocational High School * Üsküdar Remzi Bayraktar Trade Vocational School Ortaköy Zübeyde Han. Ana. Girls’ Voc. H.S. & Girls’ Voc. H.S. Üsküdar Remzi Bayraktar Trade Vocational School Kartal Trade Voc. H.S., Ana. Trade H.S. Şişli Ana. Tech. H.S., Tech. H.S. & Ind. Voc. H.S. Bağcılar Industrial Vocational High School Ankara-Güvercinlik Industrial Vocational High School Üsküdar Remzi Bayraktar Trade Vocational School Şişli Ana. Tech. H.S., Tech. H.S. & Ind. Voc. H.S. Şişli Ana. Tech. H.S., Tech. H.S. & Ind. Voc. H.S. Şişli Industrial Vocational High School Şişli Ana. Tech. H.S., Tech. H.S. & Ind. Voc. H.S. Anatolian Voc. H.S. of Hotel Management & Tourism Bağcılar Industrial Vocational High School Kartal Trade Voc. H.S., Ana. Trade H.S. Ortaköy Zübeyde Han. Ana. Girls’ V.H.S. & Girls’ V.H.S. Kartal Trade Voc. H.S., Ana. Trade H.S. Kartal Yakacık Ana. Voc. H.S. ,Tech. H.S. & Ind. Voc. H.S. Şişli Ana. Tech. H.S., Tech. H.S. & Ind. Voc. H.S. Ortaköy Zübeyde Han. Ana. Girls’ Voc. H.S. & Girls’ Voc. H.S. Üsküdar Remzi Bayraktar Trade Vocational School Kocaeli-Gebze Çayırova Tra. Voc. High School & Ana. Tra. Voc. High School Kartal Yakacık Ana. Tech. H.S., Tech. H.S. & Ind. Voc. H.S.

2011-2013 2011-2013 2011-2013 2011-2013 2008-2009 2007-2013 2008-2013 2007-2008 2012-2013 2009-2011 2009-2013 2009-2011 2011-2013 2007-2009 2011-2013 2012-2013 2012-2013 2008-2009 2009-2013 2009-2013 2011-2013 2008-2010 2011-2013 2009-2013 2011-2013 2007-2008 2010-2013 2012-2013 2007-2013 2008-2010 2007-2013 2011-2012 2011-2013 2011-2012 2009-2011 2007-2008

ISPARTA

İSKENDERUN

İSTANBUL

* Not assigned to a project school.

Name

Company

Responsible For

Term

HAMZA VARGÜN HANDEGÜL KILIÇ HASAN HÜSEYİN EKEN İBRAHİM ELİK İLKNUR NAKAŞ İSMAİL SAZLI İZZET ÜĞÜTMEN KEMAL ŞALMANLI KORAY BÜYÜKAYDIN

KOÇTAŞ DÜZEY TOFAŞ KOÇTAŞ KOÇTAŞ AYGAZ TOFAŞ AYGAZ TOFAŞ

2012-2013 2009-2010 2011-2013 2012-2013 2012-2013 2007-2008 2009-2012 2008-2013 2009-2013

KUTLAY AKSOY LEVENT ŞAHİN MAHMUT GENÇ MEHMET AKİF COŞKUN MELİKE NURDAN ERDİNÇ MERVE SELVİ MİNE CAN MUSTAFA GÜRSOY

FORD DİVAN TOFAŞ SETUR KOÇTAŞ SETUR DÜZEY TOFAŞ

Kartal Trade Voc. H.S., Ana. Trade H.S. Üsküdar Remzi Bayraktar Trade Vocational School Samsun-Merkez Ana. Voc. H.S.,Tech. H.S., A.V.H.S. & I.V.H.S. Kartal Trade Voc. H.S., Ana. Trade H.S. Üsküdar Remzi Bayraktar Trade Vocational School Avcılar Saide Zorlu Tra. Voc. High School & Ana. Tra. Voc. High School İzmir-Gaziemir Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. Avcılar Saide Zorlu Tra. Voc. High School & Ana. Tra. Voc. High School Ankara-Etimesgut Güvercinlik Tech. H.S. & Ind. Voc. H.S. & Antalya-Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. Kartal Sam&ıra Tech. H.S. & Ind. Voc. H.S. Bolu-Mengen Aşcılar Anatolian Voc. H.S. of Hotel Management & Tourism Nevşehir-Ana. Tech. H.S., Tech. H.S. & Ind. Voc. H.S. * Kartal Trade Voc. H.S., Ana. Trade H.S. * Haydarpaşa A.T.H.S., A.V.H.S., Trade H.S., & Ind. Voc. H.S. Samsun-Merkez Ana. Voc. H.S., Tech. H.S., A.V.H.S. & I.V.H.S.

MUSTAFA MEHMET AL MÜJGAN ERKOL

DİVAN YKB

NECDET KÜÇÜK NİHAL ATLI NİLAY YILDIZ OKTAY KÜTÜKOĞLU ONUR ÜNAL ORHAN ÜNAL ÖMER FARUK AKGÜN ÖZGE ERİM PINAR GÜNGÖR RIZA URTEKİN SELEN SÖZER SELİN GÜRKAN SEMİH KARAGÖZ SERDAR YILDIZ SERHAT KÖKENEK SEVİL TAŞ AYDIN SEZİN YÜCEL SİMA GÜNER SİNEM GÖZALIR ÖZSOYDAŞ SÜLEYMAN KARAÇAY ŞERMİN SÖNMEZ ŞULE SUSAM ŞÜKRÜ HAKAN AKAN ŞÜKRÜ USTA

DÜZEY KOÇTAŞ DİVAN TOFAŞ TOFAŞ FORD TOFAŞ KOÇTAŞ FORD ARÇELİK SETUR KOÇTAŞ AYGAZ ARÇELİK-LG KOÇTAŞ DÜZEY TAT SETUR SETUR MİGROS DİVAN KOÇTAŞ KOÇTAŞ DİVAN

Beşiktaş Etiler Anatolian Voc. H.S. of Hotel Management & Tourism Edirne-Edirne Merkez Trade H.S. & Ind. Voc. H.S. & Gebze Çayırova Girls’ Vocational High School Haydarpaşa A.T.H.S., A.V.H.S., Trade H.S., & Ind. Voc. H.S. Kartal Trade Voc. H.S., Ana. Trade H.S. Haydarpaşa A.T.H.S., A.V.H.S.., Trade H.S., & Ind. Voc. H.S. Şişli Industrial Vocational High School Samandıra Industrial Vocational High School Maltepe Küçükyalı Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. Kartal Samandıra Industrial Vocational High School Şişli Ana. Tech. H.S., Tech. H.S. & Ind. Voc. H.S. Maltepe Küçükyalı Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. * * Üsküdar Remzi Bayraktar Trade Vocational School Avcılar Saide Zorlu Tra. Voc. High School & Ana. Tra. Voc. High School Kartal Yakacık Ana. Voc. H.S. ,Tech. H.S. & Ind. Voc. H.S. Üsküdar Remzi Bayraktar Trade Vocational School Üsküdar Remzi Bayraktar Trade Vocational School * * Ortaköy Zübeyde Han. Ana. Girls’ Voc. H.S. & Girls’ Voc. H.S. Üsküdar Tra. Voc. High School & Ana. Tra. Voc. High School Haydarpaşa A.T.H.S., A.V.H.S., Trade H.S., & Ind. Voc. H.S. Kartal Trade Voc. H.S., Ana. Trade H.S. Antalya-Merkez Hızır Reis Tra. Voc. High School Haydarpaşa A.T.H.S., A.V.H.S., Trade H.S., & Ind. Voc. H.S.

TALİP AKTAŞ TUĞÇE DEĞERLİ TUNÇ DURMUŞOĞLU TUNÇ ÖNCÜ TURAN ÇELİKER UFUK ERDEM AKSOY UĞUR GÜNDÜZ

KOÇTAŞ KOÇTAŞ TOFAŞ MİGROS DİVAN SETUR DÜZEY

Kartal Tra. Voc. High School & Ana. Tra. Voc. H.S. Kartal Tra. Voc. High School & Ana. Tra. Voc. H.S. Kartal Samandıra Industrial Vocational High School Kartal Tra. Voc. High School & Ana. Tra. Voc. H.S. Beşiktaş Etiler Anatolian Voc. H.S. of Hotel Management & Tourism Ortaköy Zübeyde Han. Ana. Girls’ Voc. H.S. & Girls’ Voc. H.S. Üsküdar Remzi Bayraktar Trade Vocational School

* Not assigned to a project school.

2007-2013 2007-2013 2008-2011 2011-2013 2008-2010 2011-2012 2011-2013 2009-2011 / 2012-2013 2009-2011 2007-2008 / 2009-2013 2008-2013 2011-2013 2007-2008 2009-2011 2009-2011 2007-2013 2011-2012 2008-2009 2009-2011 2011-2013 2011-2013 2007-2008 2009-2013 2007-2013 2008-2009 2008-2013 2009-2010 2012-2013 2012-2013 2007-2011 2012-2013 2011-2012 2012-2013 2008-2011 / 2012-2013 2012-2013 2011-2012 2007-2008 2007-2011 2007-2008 2011-2013 2007-2011

Name

Company

Responsible For

Term

UĞUR KARTAL UĞUR SAMUR UĞURHAN KONUK VOLKAN YILMAZ ZELİHA ÖZDOĞAN ARICANLI ZERRİN SEROZAN

KOÇTAŞ KOÇTAŞ SETUR TOFAŞ SETUR SETUR

Kartal Trade Voc. H.S., Ana. Trade H.S. Kartal Trade Voc. H.S., Ana. Trade H.S. Ortaköy Zübeyde Han. Ana. Girls’ Voc. H.S. & Girls’ Voc. H.S. Kocaeli-Industrial Vocational High School Ortaköy Zübeyde Han. Ana. Girls’ Voc. H.S. & Girls’ Voc. H.S. *

2008-2011 2007-2008 2011-2013 2009-2013 2011-2013 2011-2013

Name

Company

Responsible For

Term

AHMET CEVDET PİRÇEK AHMET ÖTKAN AKIN BAYER ARDA GÜNDÜZ ASIM ARICAN BANU ŞAHİN BİLAL GÜVENDİK BORA ÇELİKOĞULLARI CEMAL ÇABUK CEREN AKYÜZ EMRE SİNA TULGAR ERİNÇ ÖZKORUCU FAHRETTİN ÇOBAN FİLİZ YÖRÜK

TÜPRAŞ TÜPRAŞ TOFAŞ AYGAZ TOFAŞ KOÇTAŞ TÜPRAŞ KOÇTAŞ TÜPRAŞ KOÇTAŞ TÜRK TRAKTÖR TÜPRAŞ MİGROS TÜPRAŞ

Menemen Halide Gencer Ana. Tra. Voc. High School & Tra. Voc. High School Aliağa Metem, M.E.M. Gaziemir Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. Balıkesir-Balıkesir Merkez İMKB Industrial Vocational High School Gaziemir Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. Bornova Mimarsinan Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. İzmir Menemen Halide Gencer Trade Voc. H.S. Bornova Mimarsinan Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. Menemen Halide Gencer Ana. Tra. Voc. High School & Tra. Voc. High School Bornova Mimarsinan Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. Ankara-Yenimahalle Ind. Voc. High Sch. & Erzincan Tercan A.Trade H.S., & Ind. Voc. H.S. Aliağa Metem, M.E.M. Bornova Altay Tra. Voc. H.S. Mazhar Zorlu Tech. & Ind. Voc. H.S.

FUAT ACARLI GAYE ÖKTEM HALİL ŞENGÜL HANDE ÇETİNYÜREK HATİCE EYLÜL YEŞİLDAL İLKİN İNCELER İREM GİZLİ İSA ERKOÇ MEHMET CUMHUR SABIRLI MURAT AĞBUĞA MURAT AKBUDAK MURAT GÖNÜL MURAT SERTELLİ MURAT TÜMER MURAT TÜRKMEN MUSTAFA KÖSE MUSTAFA YİĞİT NECDET ÖYKE NUR ÖZBAYINDIR OĞUZHAN DEVRAVUT OSMAN ÖZEK ÖZLEM ATICI SEDAT İLTÜZER SELÇUK KARA SEVİNÇ ŞEN ÖNEL YALÇIN GÜLTEKİN ZİYA ÇAKMAK

BİRMOT KOÇTAŞ TÜPRAŞ YKB KOÇTAŞ TÜPRAŞ KOÇTAŞ OTOKOÇ MİGROS TÜPRAŞ YKB OTOKOÇ KOÇTAŞ BİRMOT KOÇTAŞ KOÇTAŞ OTOKOÇ TÜPRAŞ KOÇTAŞ TÜPRAŞ TÜPRAŞ KOÇTAŞ YKB TÜPRAŞ KOÇTAŞ TÜPRAŞ TÜPRAŞ

İZMİR

* Not assigned to a project school.

2008-2011 2007-2013 2011-2013 2009-2013 2007-2011 2011-2013 2009-2011 2009-2010 2008-2013 2010-2011 2009-2013 2008-2013 2007-2013 2008-2009 / 2011-2013 İzmir Konak Motor A.T.H.S., A.V.H.S., Tra. H.S. & Voc. H.S. 2008-2013 Bornova Mimarsinan Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. 2008-2010 Menemen Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. 2007-2013 Kırklareli-Lüleburgaz Tra. Voc. & Ana. Tra. Voc. H.S. 2008-2011 Bornova Mimarsinan Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. 2012-2013 Aliağa Metem, M.E.M. 2008-2013 Bornova Mimarsinan Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. 2008-2010 Karşıyaka (Bayraklı T.Ve I.V.H.S.) Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. 2007-2013 Bergama Trade Voc. H.S., Ana. Trade H.S. 2007-2013 Menemen Halide Gencer Ana. Tra. Voc. High School & Tra. Voc. High School 2009-2012 Karşıyaka Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. 2010-2013 Karşıyaka Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. 2008-2011 Bornova Mimarsinan Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. 2011-2013 İzmir Konak Motor A.T.H.S., A.V.H.S., Tra. H.S. & Voc. H.S. 2007-2013 Bornova Mimarsinan Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. 2008-2010 Bornova Mimarsinan Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. 2007-2010 Karşıyaka Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. 2008-2013 Menemen Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. 2008-2013 Bornova Mimarsinan Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. 2012-2013 Menemen Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. 2008-2013 Menemen Halide Gencer Ana. Tra. Voc. High School & Tra. Voc. High School 2007-2008 Bornova Mimarsinan Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. 2008-2013 Göztepe Anatolian Voc. & Voc. H.S. 2009-2011 Konak Çınarlı Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. 2007-2013 Bornova Mimarsinan Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. 2007-2008 Konak Çınarlı Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. 2009-2011 Konak Çınarlı Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. 2008-2009

KAHRAMANMARAŞ Name

Company

Responsible For

Term

EROL TAŞ FUNDA ÇEVİK MELEK SİBEL ÇETİNKAYA METİN EREN YELİZ GÜLER

YKB YKB YKB YKB YKB

Kahramanmaraş-Ana. Tech. Voc. H.S., Ana. Girls’ V.H.S. & Girls’ V.H.S. Kahramanmaraş-Ana. Tech. Voc. H.S., Ana. Girls’ V.H.S. & Girls’ V.H.S. Kahramanmaraş-Ana. Tech. Voc. H.S., Ana. Girls’ V.H.S. & Girls’ V.H.S. Kahramanmaraş-Ana. Tech. Voc. H.S., Ana. Girls’ V.H.S. & Girls’ V.H.S. Kahramanmaraş-Ana. Tech. Voc. H.S., Ana. Girls’ V.H.S. & Girls’ V.H.S.

2007-2011 2008-2011 2007-2013 2007-2009 2011-2013

Name

Company

Responsible For

Term

SUAT KELEŞ

TOFAŞ

Karabük-Ind. Voc. H.S., Tech. H.S., Ana. Voc. H.S.

2007-2013

Name

Company

Responsible For

Term

FATMA CEVHER İBRAHİM SERDAR KILINÇ

YKB YKB

Karaman-Nefise Sultan Ana. Girls’ Voc. & Girls’ Voc. H.S. Karaman-Nefise Sultan Ana. Girls’ Voc. & Girls’ Voc. H.S.

2008-2013 2007-2010

Name

Company

Responsible For

Term

ENSAR ERDOĞDU MEHMET SENA ERDOĞDU ONUR ERDOĞDU

ARÇELİK ARÇELİK ARÇELİK

Kars-G.Ahmet Muhtar Paşa Tech. H.S., I.V.H.S. & A.T.H.S. Kars-G.Ahmet Muhtar Paşa Tech. H.S., I.V.H.S. & A.T.H.S. Kars-G.Ahmet Muhtar Paşa Tech. H.S., I.V.H.S. & A.T.H.S.

2007-2009 2011-2013 2009-2011

Name

Company

Responsible For

Term

ABDULLAH İLHAN MELİH ŞÜKRÜ ÇETİN

TOFAŞ YKB

Kastamonu Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. Kastamonu-Merkez Trade Vocational & Anatolian Trade Vocational School

2007-2013 2008-2013

Name

Company

Responsible For

Term

ÇAĞLAR ÇİĞDEM BAHADIR İSMAİL M. GÜVEN ÖMER AKTAŞ SERPİL BAYAZIT

YKB TOFAŞ YKB YKB

Kayseri-Merkez Trade Vocational School Kayseri Melikgazi Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. Kayseri-Merkez Trade Vocational School Kayseri-Merkez Trade Vocational School

2009-2013 2007-2013 2007-2013 2007-2013

Name

Company

Responsible For

Term

CAFER CAN CEMALİ ALTUNDAĞ CENK YANARDAĞ ELVAN YILDIRIM İLHAN ÇETİN MUSA DOĞAN NECATİ KONUCUK NURTEN YATIKÇI ONUR ARIÖZ ÖMER BORA TACETTİN SALAR YAŞAR KOÇ YUNUS SAÇAL

TÜPRAŞ TÜPRAŞ TÜPRAŞ TÜPRAŞ TÜPRAŞ TÜPRAŞ TÜPRAŞ TÜPRAŞ TÜPRAŞ TÜPRAŞ TÜPRAŞ TÜPRAŞ TÜPRAŞ

Kırıkkale-Merkez Trade Vocational & Anatolian Trade Vocational School Kırıkkale-Merkez Trade Vocational & Anatolian Trade Vocational School Kırıkkale-Merkez Trade Vocational & Anatolian Trade Vocational School Kırıkkale Anatolian Girls’ Vocational High School Kırıkkale-Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. Kırıkkale Gazi Ana. Voc. H.S. & Ind. Voc. H.S. * Kırıkkale-Anatolian Girls’ Vocational High School Kırıkkale-Anatolian Girls’ Vocational High School Kırıkkale Gazi Ana. Voc. H.S. & Ind. Voc. H.S. Kırıkkale-Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. Kırıkkale-Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. Kırıkkale Gazi Ana. Voc. H.S. & Ind. Voc. H.S.

2008-2013 2007-2013 2008-2013 2007-2013 2008-2013 2007-2013 2011-2013 2008-2013 2008-2011 2008-2013 2007-2013 2007-2013 2008-2013

KARABÜK

KARAMAN

KARS

KASTAMONU

KAYSERİ

KIRIKKALE

100

* Not assigned to a project school.

KIRKLARELİ Name

Company

Responsible For

Term

ALİ ZAFER SÖNMEZ AYŞE USTA ÖZGE ŞENTÜRK

YKB YKB YKB

Kırklareli-Lüleburgaz Tra. Voc. & Ana. Tra. Voc. H.S. Kırklareli-Lüleburgaz Tra. Voc. & Ana. Tra. Voc. H.S. Kırklareli-Lüleburgaz Tra. Voc. & Ana. Tra. Voc. H.S.

2007-2008 2008-2009 2009-2011

Name

Company

Responsible For

Term

BİNNAZ ÖZLEM TORUN DUYGU DALMAN

YKB YKB

Kırşehir-Fatma Muzaffer Mermer Ana. Voc. & Voc. H.S. Kırşehir-Fatma Muzaffer Mermer Ana. Voc. & Voc. H.S.

2007-2013 2008-2013

Name

Company

Responsible For

Term

AHMET KURT HALİL YÜCEL MISIRLI HÜSEYİN KALINKAYA İPEK SOLMAZ

YKB YKB YKB YKB

Kilis-M.Hanifi Ökkeş Cümbüş Trade Vocational School Kilis-M.Hanifi Ökkeş Cümbüş Trade Vocational School Kilis-M.Hanifi Ökkeş Cümbüş Trade Vocational School Kilis-M.Hanifi Ökkeş Cümbüş Trade Vocational School

2008-2009 2009-2011 2009-2011 2007-2009

Name

Company

Responsible For

Term

A.YÜCEL ŞANLI AHMET ÇAPAR ALEV OSMA ALİ GALİP GÖKTÜRK ATA OKAN GÜRBÜZ AYDAN ÇALBAŞ AYHAN ÇALICA CELAL ORAK CEMAL AKAR ÇİĞDEM DOĞAÇ YAŞAR E. EMRAH DUMAN ELİF KARACA ERDEM AKBAŞ ERDEM ALTUĞ ESRA GÜLBİN ATAÇ FAİK DOĞANAY GÖKHAN SÜLÜN GÖKHAN YILDIRIM GÜRKAN KESKİN HAMİDİYE SİS İLKSEN COŞAR İNAN ACILIOĞLU İSMET NARİN MURAT BAKIŞ MURAT GÜNER MÜGE BIYIK NEBİ YÜKSEK NECDET NARAT OSKAY FURTUNA OSMAN ÇEŞME OYA USTAOĞLU ÖMER ÖZKURT SALİH AKDUMAN

TÜPRAŞ TOFAŞ FORD TÜPRAŞ TÜPRAŞ ARÇELİK FORD FORD AYGAZ ARÇELİK FORD FORD TOFAŞ FORD YKB TÜPRAŞ MİGROS TOFAŞ ARÇELİK-LG FORD FORD FORD FORD FORD FORD TOFAŞ FORD AYGAZ FORD ARÇELİK-LG MİGROS TÜPRAŞ TÜPRAŞ

İzmit Karşıyaka Tüpraş Multi-Program H.S. Kocaeli Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. Kocaeli Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. Körfez Ana. Tech. H.S., Tech. H.S. & Ind. Voc. H.S. Körfez Ana. Tech. H.S., Tech. H.S. & Ind. Voc. H.S. Gebze Çayırova Tra. Voc. High School & Ana. Tra. Voc. High School İzmit Köseköy Tech. H.S. & Ind. Voc. H.S. Gölcük İhsaniye Tra. Voc. H.S. Gebze Darıca Lafarge Aslan Çim. A.T.H.S.., A.V.H.S., Trade H.S., & Ind. Voc. H.S. Gebze Çayırova Tra. Voc. High School & Ana. Tra. Voc. High School Karamürsel 100. Yıl Ana. Voc. H.S., Tech. H.S., I.V.H.S. & Vocational Education Center * İzmit Technical & Industrial Vocational High School Gölcük Ana. Marine Voc. H.S., Tech. H.S. & Ind. Voc. H.S. Çayırova-Yapı Kredi Girls’ Technical & Vocational High School İzmit Atatürk Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. İzmit Trade Voc. H.S., Ana. Trade H.S. İstanbul-Kartal Samandıra Tech. H.S. & Ind. Voc. H.S. Gebze Ana. Voc. H.S., A.V.H.S., Tech. H.S. & Ind. Voc. H.S. * Gölcük Ana. Marine Voc. H.S., Tech. H.S. & Ind. Voc. H.S. İzmit Köseköy Tech. H.S. & Ind. Voc. H.S. Gölcük İhsaniye Tra. Voc. H.S. Karamürsel 100. Yıl Ana. Voc. H.S., Tech. H.S., I.V.H.S. & Vocational Education Center Gölcük Ana. Marine Voc. H.S., Tech. H.S. & Ind. Voc. H.S. Kocaeli Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. İzmit Köseköy Tech. H.S. & Ind. Voc. H.S. Gebze Darıca Lafarge Aslan Çim. A.T.H.S., A.V.H.S., T.L.. & I.V.H.S. Kocaeli Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. İstanbul-Kartal Yakacık Ana. Voc. H.S. ,Tech. H.S. & Ind. Voc. H.S. İzmit Trade Voc. H.S., Ana. Trade H.S. İzmit Karşıyaka Tüpraş Multi-Program H.S. İzmit Atatürk Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S.

2007-2013 2007-2008 2008-2013 2007-2013 2007-2013 2007-2008 2008-2013 2007-2008 2007-2013 2008-2013 2007-2011 2009-2011 2012-2013 2007-2011 2008-2009 2008-2013 2007-2010 2011-2013 2007-2013 2009-2011 2009-2013 2009-2011 2008-2013 2008-2013 2008-2013 2007-2008 2007-2008 2008-2013 2008-2013 2008-2013 2010-2013 2007-2008 2007-2012

KIRŞEHİR

KİLİS

KOCAELİ

* Not assigned to a project school.

101

Name

Company

Responsible For

Term

SAYGIN TÖRE SEÇİL KIZILARSLAN SERDAR GÜNGÖR SONAT YAYLA YAKUP KAYA YALÇIN KORKMAZ YILDIRIM YOLCU YUSUF SAMİ ÇINAR ZAFER GÖKMEN ZAKİR COŞKUN

FORD YKB FORD ARÇELİK-LG FORD FORD FORD TÜPRAŞ FORD TÜPRAŞ

* Çayırova-Yapı Kredi Girls’ Technical & Vocational High School * Gebze Ana. Voc. H.S., A.V.H.S., Tech. H.S. & Ind. Voc. H.S. Karamürsel 100. Yıl Ana. Voc. H.S., Tech. H.S., I.V.H.S. & Vocational Education Center İzmit Köseköy Tech. H.S. & Ind. Voc. H.S. * İzmit Atatürk Ana. Voc. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S. Karamürsel Industrial Vocational High School İzmit Karşıyaka Tüpraş Multi-Program H.S.

2009-2011 2008-2011 2009-2013 2007-2013 2008-2013 2011-2013 2009-2011 2007-2013 2009-2013 2008-2013

Name

Company

Responsible For

Term

ATIF DİKİCİ ATİLLA İSHAKOĞLU İLKAY KAYGISIZ İSMAİL CEYLAN MERİH BALABAN

TOFAŞ OTOKOÇ OTOKOÇ OTOKOÇ OTOKOÇ

Konya-Selçuklu I.V.H.S., Tech. H.S., Ana. Voc. H.S. Konya-Meram Trade Voc. H.S., Ana. Trade H.S. Konya-Meram Trade Voc. H.S., Ana. Trade H.S. Konya-Selçuklu Fatih Ana. Voc. H.S., A.V.H.S., Tech. H.S. & Ind. Voc. H.S. Konya-Meram Trade Voc. H.S., Ana. Trade H.S.

2007-2013 2009-2013 2007-2008 2007-2013 2008-2013

Name

Company

Responsible For

Term

BENGÜ ATABAY (BOZKURT) SEDA TOPTAŞ İLERU SEZİN KIVRAK

YKB YKB YKB

Kütahya-Anatolian Voc. & Girls’ Vocational High School Kütahya-Anatolian Voc. & Girls’ Vocational High School Kütahya-Anatolian Voc. & Girls’ Vocational High School

2007-2010 2009-2012 2007-2008

Name

Company

Responsible For

Term

AYHAN SÜRMELİ DUDU KÜREŞ ERHAN EROL GÖZDE MENEVŞEOĞLU ŞEBNEM OKTAY

YKB YKB TOFAŞ YKB YKB

Malatya-Hacı Hüseyin Kölük Anatolian Trade & Trade Voc. H.S. Malatya-Hacı Hüseyin Kölük Anatolian Trade & Trade Voc. H.S. Malatya Şehit Kemal Özalper A.T.H.S., Trade H.S. & Ind. Voc. H.S. Malatya-Hacı Hüseyin Kölük Anatolian Trade & Trade Voc. H.S. Malatya-Hacı Hüseyin Kölük Anatolian Trade & Trade Voc. H.S.

2007-2008 2007-2013 2007-2013 2008-2013 2008-2013

Name

Company

Responsible For

Term

EMRE BİLALOĞLU SUBHİ TOPLU

MİGROS FORD

Manisa-Merkez Trade Voc. H.S. & Ana. Tra. Voc. H.S. Manisa-Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech. H.S. & Ind. Voc. H.S.

2007-2013 2007-2008

Name

Company

Responsible For

Term

AZİZ FİDE ERSAN DEMİRKIRAN FATİM ERGİN TURAN DEMİR YUNUS BULUT

ARÇELİK ARÇELİK ARÇELİK ARÇELİK ARÇELİK

Mardin-Anatolian Voc. H.S. of Hotel Management & Tourism Mardin-Anatolian Voc. H.S. of Hotel Management & Tourism Mardin-Ind. Voc. H.S., Tech. H.S. & Ana. Voc. H.S. Mardin-Ind. Voc. H.S., Tech. H.S. & Ana. Voc. H.S. Mardin-Anatolian Voc. H.S. of Hotel Management & Tourism

2008-2011 2007-2008 2011-2013 2007-2008 2008-2013

Name

Company

Responsible For

Term

ABDULLA SERT AHU GÜVEN

OPET OTOKOÇ

Mersin-Merkez Nihal Erdem Tra. Voc. High School, Ana. Tra. Voc. H. S. & A.I.V.H.S. Mersin-Tarsus İMKB A.V.H.S., Tech. H.S. & Ind. Voc. H.S.

2007-2008 2008-2013

KONYA

KÜTAHYA

MALATYA

MANİSA

MARDİN

MERSİN

102

* Not assigned to a project school.

Name

Company

Responsible For

Term

ALTAN ADAKLI HAKAN KUMDERELİ İBRAHİM SÖNMEZ OSMAN KİPER YILMAZ AYDIN

OPET OTOKOÇ OTOKOÇ ARÇELİK OTOKOÇ

Mersin-Merkez Nihal Erdem Tra. Voc. High School, Ana. Tra. Voc. H. S. & A.I.V.H.S. Mersin-Tarsus İMKB A.V.H.S., Tech. H.S. & Ind. Voc. H.S. Mersin-Tarsus İMKB A.V.H.S., Tech. H.S. & Ind. Voc. H.S. Mersin-Ticaret & Sanayi Odası Kadri Şaman Technical & Industrial Voc.High School Mersin-Tarsus İMKB A.V.H.S., Tech. H.S. & Ind. Voc. H.S.

2009-2013 2008-2009 2007-2008 2009-2013 2008-2013

Name

Company

Responsible For

Term

ERDEM DIRBALI GÜLCAN ÖZATA MÜRVET UYGUN

DİVAN DİVAN DİVAN

Muğla-Ortaca Dalyan Anatolian Voc. H.S. of Hotel Management & Tourism Muğla-Marmaris İçmeler Halit Narin Anatolian Voc. H.S. of Hotel Man. & Tourism Muğla-Marmaris İçmeler Halit Narin Anatolian Voc. H.S. of Hotel Man. & Tourism

2007-2008 2007-2008 2007-2013

Name

Company

Responsible For

Term

ERKAN AYDOĞMUŞ MUSTAFA TURAL

ARÇELİK ARÇELİK

Muş-Anatolian Voc. & Girls’ Vocational High School Muş-Anatolian Voc. & Girls’ Vocational High School

2007-2009 2008-2013

Name

Company

Responsible For

Term

AYFER ELİAÇIK ESRA SERÇEOĞLU FİGEN GÜLYAZ HACER ÇELİK HASAN ÖREK HÜSEYİN AYSU KORAY GÜZEL RASİM ERANDAÇ

YKB YKB YKB YKB TOFAŞ YKB FORD YKB

Nevşehir-Anatolian Voc. H.S. of Hotel Management & Tourism Nevşehir-Ana. Tech. H.S., Tech. H.S. & Ind. Voc. H.S. Nevşehir-Anatolian Voc. H.S. of Hotel Management & Tourism Nevşehir-Anatolian Voc. H.S. of Hotel Management & Tourism Nevşehir-Ana. Tech. H.S., Tech. H.S. & Ind. Voc. H.S. Nevşehir-Anatolian Voc. H.S. of Hotel Management & Tourism Nevşehir-Merkez Trade Vocational & Anatolian Trade Vocational School Nevşehir-Anatolian Voc. H.S. of Hotel Management & Tourism

2009-2011 2010-2011 2008-2010 2008-2009 2007-2008 2011-2013 2007-2008 2007-2009

Name

Company

Responsible For

Term

ADNAN LAL AZİZ FETHİ SİLAHTAR OSMAN ÇAVUŞ

YKB YKB YKB

Niğde Merkez Trade H.S. & Ind. Voc. H.S. Niğde Merkez Trade H.S. & Ind. Voc. H.S. Niğde Merkez Trade H.S. & Ind. Voc. H.S.

2007-2010 2008-2013 2007-2013

Name

Company

Responsible For

Term

ALPASLAN GÜNERİ

YKB

Ordu-Ünye Adnan Menderes Tra. Voc. H.S. & Ana. Tra. Voc. H.S.

2007-2008

Name

Company

Responsible For

Term

ASLI ALIRAVCI ASLI ÜSTÜNDAĞ E. CANAN ŞİRVANLIOĞLU ÖZGÜR TOKBAY

YKB YKB YKB YKB

Osmaniye-Rahime Hatun Ana. Girls’ Voc. H.S. & Girls Voc. H.S. Osmaniye-Rahime Hatun Ana. Girls’ Voc. H.S. & Girls Voc. H.S. Osmaniye-Rahime Hatun Ana. Girls’ Voc. H.S. & Girls Voc. H.S. Osmaniye-Rahime Hatun Ana. Girls’ Voc. H.S. & Girls Voc. H.S.

2009-2011 2011-2013 2007-2010 2008-2013

Name

Company

Responsible For

Term

KAYHAN BURSALI SEBAHAT KURTOĞLU

FORD YKB

Rize Hasan Kemal Yardımcı İMKB Ana. Voc. H.S. & Ind. Voc. H.S. Rize Hasan Kemal Yardımcı İMKB Ana. Voc. H.S. & Ind. Voc. H.S.

2007-2013 2008-2011

MUĞLA

MUŞ

NEVŞEHİR

NİĞDE

ORDU

OSMANİYE

RİZE

103

SAKARYA Name

Company

Responsible For

Term

A. VOLKAN YALÇIN DOĞAN DAYAN FERDİ AYDIN İSMAİL ŞAHİN KEMAL FIRAT COŞKUN OSMAN OĞUZ ÖZGÜR TAN SELÇUK KARAKULAK TUNA ÇAKIR UFUK DEDEOĞLU

OTOKAR OTOKAR OTOKAR OTOKAR OTOKAR OTOKAR OTOKAR OTOKAR OTOKAR OTOKAR

Sakarya-Adapazarı Fatih Ana. Voc. H.S., A.V.H.S., Tech. H.S. & Ind. Voc. H.S. * Sakarya-Adapazarı Sakarya Ana. Voc. H.S., A.V.H.S.., Tech. H.S. & Ind. Voc. H.S. Sakarya-Adapazarı Fatih Ana. Voc. H.S., A.V.H.S., Tech. H.S. & Ind. Voc. H.S. Sakarya-Adapazarı Sakarya Ana. Voc. H.S., A.V.H.S., Tech. H.S. & Ind. Voc. H.S. Sakarya-Sapanca Metem., Tech. H.S., M.E.M.

2007-2013 2009-2011 2007-2008 2009-2013 2008-2011 2007-2008 2010-2013 2010-2011 2008-2013 2007-2013

Name

Company

Responsible For

Term

AYTAÇ TAYGAL CÜNEYT OCAK EMRE ERGÜN ERSİN BAŞAR

AYGAZ AYGAZ TOFAŞ YKB

2007-2013 2011-2013 2012-2013 2008-2013

İRFAN SÖNMEZ İSA COŞKUN KEMAL GÜVENÇER KEREM ŞENDEMİRCİ MELAHAT KURU AKTAŞ MURAT HAKAN ÜNAL MUSTAFA TOZLU NESRİN AKSU ÖNER AKTAŞ PERİHAN KATİPOĞLU SEVDA ÇATAL TARIK ARSLAN

BİRMOT BİRMOT AYGAZ BİRMOT OTOKOÇ YKB BİRMOT YKB OTOKOÇ YKB BİRMOT BİRMOT

Samsun-Merkez Atakum A.T.H.S., Trade H.S., & Ind. Voc. H.S. Ordu-Ünye Adnan Menderes T.V.H.S. & Ana. Tra. Voc. H.S. Samsun Industrial Vocational High School Samsun-Trade Voc. H.S., Ana. Trade H.S. & Sinop-Gerze Anatolian Voc. H.S. of Hotel Management & Tourism Samsun-Merkez Ana. Voc. H.S.,Tech. H.S., A.V.H.S. & I.V.H.S. Samsun-Çarşamba A.T.H.S., A.V.H.S., Trade H.S., & Ind. Voc. H.S. Samsun-Merkez Atakum A.T.H.S., Trade H.S., & Ind. Voc. H.S.; Ordu T.V.H.S. Samsun-Merkez Ana. Voc. H.S., Tech. H.S., A.V.H.S. & I.V.H.S. Samsun-Merkez Ana. Voc. H.S., Tech. H.S., A.V.H.S. & I.V.H.S. Samsun-Trade Voc. H.S., Ana. Trade H.S. Samsun-Merkez Ana. Voc. H.S., Tech. H.S., A.V.H.S. & I.V.H.S. Samsun-Trade Voc. H.S., Ana. Trade H.S. Samsun-Merkez Ana. Voc. H.S., Tech. H.S., A.V.H.S. & I.V.H.S. Samsun-Trade Voc. H.S., Ana. Trade H.S. Samsun Çarşamba A.T.H.S., A.V.H.S., Trade H.S., & Ind. Voc. H.S. Samsun-Merkez Ana. Voc. H.S., Tech. H.S., A.V.H.S. & I.V.H.S.

Name

Company

Responsible For

Term

MEHMET DEMİR SEDAT TURHAN

FORD FORD

Siirt-Trade Voc. H.S., Ana. Trade H.S. Siirt-Trade Voc. H.S., Ana. Trade H.S.

2009-2013 2010-2011

Name

Company

Responsible For

Term

NUMAN OGÜN ÖZTÜRK

YKB

Sinop-Gerze Anatolian Voc. H.S. of Hotel Man. & Tourism

2008-2013

Name

Company

Responsible For

AHMET CULHA

DEMİR EXPORT Sivas-Kangal Vocational & Technical Education Center A.Ş. YKB Sivas-Anatolian Trade & Trade Vocational School & Sivas-Sivas Merkez A.T.H.S., Trade H.S. & Ind. Voc. H.S. DEMİR EXPORT Sivas-Kangal Vocational & Technical Education Center DEMİR EXPORT Sivas-Kangal Vocational & Technical Education Center YKB Sivas-Anatolian Trade & Trade Vocational School & Sivas-Sivas Merkez A.T.H.S., Trade H.S. & Ind. Voc. H.S.

Sakarya-Ind. Voc. H.S. * Sakarya-Sapanca Metem., Tech. H.S., Mem Sakarya-Adapazarı Arifiye Multi-Program H.S.

SAMSUN

2011-2013 2008-2012 2008-2011 2007-2009 2008-2013 2007-2009 2009-2010 2007-2009 2010-2013 2011-2013 2012-2013 2008-2009

SİİRT

SİNOP

SİVAS

KUMRAL SARIKAYA KÜRŞAD YILMAZ MEHMET BİNGÖL NURİ YILMAZ

104

* Not assigned to a project school.

Term 2007-2012 2008-2011 2008-2013 2008-2012 2007-2008

ŞANLIURFA Name

Company

Responsible For

Term

EMEL SÖNMEZ

HARRANOVA BESİ HARRANOVA BESİ HARRANOVA BESİ HARRANOVA BESİ

Şanlıurfa-Anatolian Girls’ Voc. & Girls Voc. H.S. & Şanlıurfa-Anatolian Voc. H.S. of Hotel Management & Tourism Şanlıurfa Ticaret Vocational High School

2010-2013

Name

Company

Responsible For

Term

MEHMET ÖZDEMİR MELİH GÜMÜŞ SERVET KASIRGA

ARÇELİK ARÇELİK ARÇELİK

Şırnak-Ind. Voc. H.S., Ana. Voc. H.S. & Ç.E.M. Şırnak-Ind. Voc. H.S., Ana. Voc. H.S. & Ç.E.M. Şırnak-Ind. Voc. H.S., Ana. Voc. H.S. & Ç.E.M.

2011-2013 2007-2009 2008-2011

Name

Company

Responsible For

Term

MEHMET ACAR MEVLÜT AYER MİNE KESKİN ERGİN ŞEVKET DOĞRUKALP YAŞAR ACAROĞLU

OPET OPET YKB ARÇELİK OPET

Tekirdağ-Merkez Ana. Voc. H.S.,Tech. H.S. & Ind. Voc. H.S. Tekirdağ-Merkez Ana. Voc. H.S.,Tech. H.S. & Ind. Voc. H.S.

2009-2013 2008-2013 2011-2013 2007-2013 2007-2013

Name

Company

Responsible For

Term

AHMET DURAN ÇAĞLAR

TOFAŞ

Tokat-Tokat Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S.

2009-2013

Name

Company

Responsible For

Term

ARİF KUTLUCA İLHAN ÇALIK KEBİRE ÇİÇEK MERAL HACIYUSUFOĞLU MUSTAFA ÇEBİ SEMİH MELEK

YKB YKB YKB YKB ARÇELİK ARÇELİK

Trabzon-Anatolian Voc. & Girls’ Vocational High School Trabzon-Merkez A.T.H.S., A.V.H.S., Trade H.S., & Ind. Voc. H.S. Trabzon-Anatolian Voc. & Girls’ Voc. High Sch. (İMKB Ana. Girls’ Voc. & Ana. Voc. H.S.) Trabzon-Anatolian Voc. & Girls’ Voc. High Sch. (İMKB Ana. Girls’ Voc. & Ana. Voc. H.S.) Trabzon-Merkez A.T.H.S., A.V.H.S., Trade H.S., & Ind. Voc. H.S. Trabzon-Merkez A.T.H.S., A.V.H.S., Trade H.S., & Ind. Voc. H.S.

2007-2008 2009-2011 2009-2013 2009-2011 2011-2013 2007-2013

Name

Company

Responsible For

Term

HIDIR KAYA YUNUS KALSEN-YUSUF KALSEN

ARÇELİK ARÇELİK

Tunceli-Namık Kemal Ind. Voc. H.S., Tech. H.S. & Ana. Voc. H.S. Tunceli-Namık Kemal Ind. Voc. H.S., Tech. H.S. & Ana. Voc. H.S.

2007-2011 2011-2013

Name

Company

Responsible For

Term

ANIL KILIÇARSLAN ETHEM TOLUNAY TOLAY METİN POLAT

YKB YKB YKB

Uşak-Anatolian Voc. & Girls’ Vocational High School Uşak-Anatolian Voc. & Girls’ Vocational High School Uşak-Anatolian Voc. & Girls’ Vocational High School

2008-2011 2008-2009 2007-2008

İZZET KUŞ MAHMUT İFŞAT MELAHAT ATLIBATUR

Şanlıurfa Merkez Ana. Tech. H.S., Ana. Voc. H.S., Tech H.S., Ind. Voc. H.S. Şanlıurfa-Anatolian Girls’ Voc. & Girls Voc. H.S. & Şanlıurfa-Anatolian Voc. H.S. of Hotel Management & Tourism

2007-2008 / 2011-2013 2007-2013 2008-2011

ŞIRNAK

TEKİRDAĞ

Tekirdağ-Çerkezköy Türk Tekstil Vakfı Halit Narin Voc. & Technical Education Center Tekirdağ-Merkez Ana. Tech. H.S., Tech. H.S. & Ind. Voc. H.S.

TOKAT

TRABZON

TUNCELİ

UŞAK

105

VAN Name

Company

Responsible For

Term

ERKAN POSTLU MERVE PERİHANOĞLU YAVUZ YÜKTAŞIR

YKB YKB YKB

Van-Trade Voc. & Anatolian Trade Voc. High School Van-Trade Voc. & Anatolian Trade Voc. High School Van-Trade Voc. & Anatolian Trade Voc. High School

2007-2013 2008-2013 2007-2013

Name

Company

Responsible For

Term

ASLI AKAR ASLI ÇOK DEMET DOĞAN

YKB YKB YKB

Yalova-Anatolian Girls’ Voc. & Voc. School Yalova-Anatolian Girls’ Voc. & Voc. School Yalova-Anatolian Girls’ Vocational High School & Vocational High School

2009-2011 2007-2009 2007-2008

Name

Company

Responsible For

Term

DERYA AYGÜN YAVUZ HAYDAR YÜKSEL NAGİHAN ÇEKİNMEZ AR ÖZLEM ŞENER

YKB YKB YKB YKB

Yozgat-Trade Voc. H.S., Ana. Trade H.S. Yozgat-Trade Voc. H.S., Ana. Trade H.S. * Yozgat-Trade Voc. H.S., Ana. Trade H.S.

2009-2011 2007-2009 2012-2013 2008-2009

Name

Company

Responsible For

Term

ESRA SELÇUK UĞUR KUTOĞLU

YKB YKB

Zonguldak-Merkez A.T.H.S., A.V.H.S., Trade H.S., Ind. Voc. H.S. & Voc. Edu. Center Zonguldak-Merkez A.T.H.S., A.V.H.S., Trade H.S., Ind. Voc. H.S. & Voc. Edu. Center

2011-2013 2007-2008

YALOVA

YOZGAT

ZONGULDAK

106

* Not assigned to a project school.

COMPANY DIRECTORS 2007-2013 ARÇELİK AYDAN ÇALBAŞ BARIŞ ÜNLÜ MÜGE DOĞAN ÖZMERİÇ ÖZGÜR ŞAHİN

ARÇELİK-LG SEZER DENİZ AKDAĞ TUĞÇE ÇANKAYA

AYGAZ BAHADIR KESKİN BERRAK KOCA DERYA GÜNDOĞDU EMRE OĞUZ FEYZA ŞENER ZELAL YETİK

AYGAZ DOĞALGAZ İREM ÖZER

DEMİR EXPORT BANU AKSOY MACİT NİLAY SIR

DİVAN EVRİM CABBAROĞLU IŞIL MALATYALI IŞILAY OKAY MÜRVET UYGUN NİHAN KOŞMALI ÖZGE ÜREK

DÜZEY PAZARLAMA A.Ş. DORUK ALKOÇ

FORD OTOMOTİV BARLAS ERKAN SABAHATTİN GÜCİN SERKAN ÖĞREN ZÜHRE IŞILAK

HARRANOVA A.Ş. EMİN BAYSÖZ

KOÇTAŞ YAPI MARKETLERİ FUNDA ŞAHİNYAVUZ GİZEM AYANOĞLU OZAN ERSOY PINAR ALKOÇ SELİN GÜRKAN TUĞÇE DEĞERLİ

MİGROS İLKNUR KIZILIRMAK

OPET PETROLCÜLÜK A.Ş. SONGÜL ÖNCEL BAŞKAYA

OTOKAR CİHANGÜL MİHMANLI ENGİN ABACILAR KEMAL ÇİFTYILDIZ

OTOKOÇ AHMET ÜÇOK BARBAROS SUYABATMAZ BARIŞ İLKDOĞAN ÇAĞLA ABACI ÇAĞLAYAN SARAYOĞLU ÇAĞRI KARAOĞUZ ENGİN KALYON MURAT GÖRGÜLÜ MÜRSEL YAKUT NECİL TOLUNAY SAİM ÇETİNER UĞUR ŞAKİROĞLU VOLKAN ARIKAN YALÇIN AYDIN

SETUR ARZU ÇAYIR ESRA ŞENKUL (MARİNAS) ORHAN YAVUZ YAPRAK GÖKMEN

TAT KONSERVE

TOFAŞ A.Ş. AYDIN BAŞESKİ BANU KALAY ERTON EBRU ÜNDER DEDEOĞLU EDA KUTLU KÜBRA AVTEPE MAHİDE SONDİKME MURAT ÇİTLER MÜGE ÖZDEMİR NELİDA İLERİ ONUR BAYRAKGİL SULTAN AVTEPE

TÜRK TRAKTÖR ABDULLAH ASLAN CEREN GÜRKAN ERTEM GÖRKEM KAVUŞ MURAT KARABULUT ORHAN YAZKAN ORKİDE AKKOÇ SABİT YEŞİM ERDOĞAN

TÜPRAŞ ALİ İNER BAŞAK FİDAN BİLGİN FİLİZ YÖRÜK GÜLNUR GÜNAL HALİT DEMİR İPEK ÖZMEN AYHAN MEHMET SELİM BEDİR MENŞURE SAĞLAM ÇELİK METE TOLAY MUSTAFA SOLAK NURCAN ÖZTÜRK CANSU ÖZGE UYAR TAYYAR AKÇALI ÜMİT ŞAHİN

YAPI KREDİ AHU ÖZERDEN DEFNE EMERK NURCAN ERHAN SENEM BİLGİN

BERRAK ŞENTÜRK ONUR DÜNDAR ONUR ZORBACI SEZİN YÜCEL DUYGU KARTAL BUĞRAL

107

O UR S T OR Y - T HE S T OR Y OF A G E NE R AT IO N OF V O C AT IO N A L E DUC AT IO N