The Regulation of Galatasaray High School and Galatasaray Elementary School
SECTION 1
Purpose, Scope, Grounds, and Definitions
Purpose
Article 1 – The purpose of this Regulation is to establish the principles of duty, general functions, and scope of education at the Galatasaray High School and Galatasaray Elementary School, which exist within the structure of the Galatasaray University.
Scope
This Regulation contains the main principles and general functions, administration, personnel affairs, and enrollment quotas at Galatasaray High School and Galatasaray Elementary School. Also included in the scope of the regulation is student admissions and procedures, boarding, student fees, scholarships, educational activities, areas of education, curricula, examinations, regulations for passing a grade level, attendance, discipline, and other related issues at the abovementioned schools.
Grounds
Article 3 – This Regulation is drawn up based on the Fundamental Law of National Education no. 1739; Bilateral Agreement dated April 14, 1992; and, the Founding Law of Galatasaray University no. 3993, dated June 1, 1994.
According to the Founding Law of Galatasaray University no. 3993 dated June 1, 1994, which includes the provision that Galatasaray University (composed of faculties and a graduate school, including Galatasaray High School and Elementary School), and in pursuance of Appendix Article 34 of the Law no. 2809 dated March 28, 1983,the Bilateral Agreement between the Governments of France and Turkey, establishing a “chain of educational units” that begins from primary education and extends to graduate specialization, has led to the goal of educating an individual within the entirety of education being accepted as principle. As a natural consequence of this principle of integrity, activities conducted at the elementary school and high school are brought together and drawn up under the title “Galatasaray University, Galatasaray High School, and Galatasaray Elementary School.”
Definitions
Article 4 – The following terms included in this regulation are defined as follows:
a) Ministry: the Ministry of Education
b) Minister: the Minister of Education
c) President: the President of Galatasaray University
d) Institution: Galatasaray University
e) Bilateral Agreement: the Agreement signed between the Government of the Republic of Turkey and the Government of the Republic of France on April 14, 1992
f) Equal Representation Committee: the Turkish–French Committee formed as a consultation unit pursuant to the Bilateral Agreement
g) High School: Galatasaray High School that exists within the structure of Galatasaray University
h) Elementary School: the elementary school that is affiliated with the Galatasaray High School
ı) General Test: Secondary Educational Institutions’ Student Selection and Placement Test; the centralized entrance test held nationally by the Ministry
i) School Year: the period that begins with the commencement of education and lasts until the next school year
j) Academic Year: the period that begins with the commencement of classes and lasts until the end of classes
k) Class Teachers’ Council: the council comprising teachers who teach in the same classrooms
SECTION 2
Principles
Principle of Nurturing Modern People
Article 5 – The main goal of the institution is to nurture young people loyal to the fundamental principles and qualities of the Republic of Turkey, particularly the national, secular, democratic principles of the modern state. The youth who are deemed rationalistic, critical, and tolerant and respond to the necessities of the time, with a sense of compassion and responsibility toward society. Those who are evolved, balanced, and healthy in both personality and character, possess the power of liberal and scientific thinking, and possess the values of the society they live in. Individuals who are respectful toward the principles of equality, fraternity, and human rights, who are constructive, creative, and endowed with the required knowledge, skills, and talents.
Individuals must be endowed with modern, technical, and technological knowledge, as well as the knowledge of effective management. Of particular importance are the knowledge required for the management of a modern state and the adoption of Atatürk’s system of thinking. Individuals who have reached a level that can help to shape the society of the information age and also face and resolve problems. This is the fundamental principle that is intended for each unit of the institution.
Principle of Integrity
Article 6 – According to the Bilateral Agreement and the Founding Law of Galatasaray University no. 3993, the university constitutes a whole, with the inclusion of the elementary school, preparatory year, high school, and higher education units. The students of these units can continue their education within the educational integrity, provided they achieve the qualifications required for a higher level of education and fulfill the conditions for a higher level of admission.
The elementary school and high school are co-educational institutions.
Principle of Openness
Article 7 – Even though the institution holds a certain educational integrity and operates an educational chain, admission to the high school is open to students from other elementary schools. Students who fulfill the admission conditions on the basis of objectivity and equality can also be admitted to the French Preparatory class at the high school.
Principle of Prioritizing Achievement
Article 8 – A student’s passing to a higher grade level and continuing his/her education at the elementary and high schools, which are public institutions aiming to provide a high level of education to their students, is regulated by the institution on the principle of prioritizing achievement. The criteria for success are specified in accordance with the objective principles of modern education.
SECTION 3
Foreign Languages and Foreign Language Teaching, Boarding, Student Fees, and Scholarships
Foreign Languages and Foreign Language Teaching
Article 9 – The instruction language of courses is Turkish with the exception of courses already determined to be instructed in French in the Bilateral Agreement, and for other required or elective courses in foreign languages. The option of transferring students to other schools is kept open for those who fail due to difficulties experienced in relation to education in a foreign language.
Boarding, Student Fees, and Scholarships
Article 10 – Guidelines on boarding, student fees, and scholarships
a) Becoming a boarding student is a fundamental rule in order for the institution to function efficiently, with respect to discipline and harmony, in pursuant to the educational objectives of the institution. Students must embrace modern, moral, esthetic values, and rules of solidarity, mutual respect, good manners, and civility as essential qualities. Students must also spend sufficient time pursuing social, cultural, and sports activities besides attending classes. However, a student may be exempt from the boarding rule on the request of their guardian and upon the decision of the principal of the high school, for health-related or other such reasons. Regarding the first five grade of the elementary school, a student can become a boarder at the request of their guardians.
b) Decisions regarding the principles, rules, and practices of the school are undertaken by the Boarding Commission, the founding and duties of which are specified by a directive.
c) The high school is a fee-based education institution.
d) All boarders at the institution must pay a boarding fee in a maximum of four installments. The boarding fee is determined based on the budget law of each year, by taking into consideration the quality of education and specifications of the facilities to be used. The rights of day students are reserved.
e) The day students who attend units at the institution, with the exception of the elementary school, are required to pay one-third of the boarding fee as an education fee. These fees are due the same days as boarding fees.
f) Scholarships are offered to students at certain levels, who are unable to obtain sufficient funding. Financial records must be provided. The amount of scholarship is calculated according to certain provisions, and is indicated in the combined budget. Scholarships or financial assistance for education provided by the Galatasaray Education Foundation or other institutions and persons are separate entities from scholarships offered by the institution.
SECTION 4
Enrollment Quotas, Admissions, and Admission Procedures
Article 11 – According to the enrollment quotas that are adopted by the Equal Representation Turkish-French Committee, in pursuant to the Bilateral Agreement:
a) Fifty (50) students are admitted to the first grade of the elementary school by lot every year.
b) A hundred (100) students are admitted to the Preparatory Year at the high school through a General Test.
c) The classroom sizes are limited to twenty-five (25) at the elementary school, and to thirty-two (32) at the high school as a principle. The distribution of students attending the Preparatory Year is arranged as such to ensure classroom sizes do not exceed twenty-five (25) students.
Admission Procedures for the Elementary School
Article 12 – A maximum of fifty (50) new students are admitted to the first grade at the elementary school by lot.
a) The application period, the date of drawing lots, and the final registration date are specified and announced by the Administrative Committee of the institution upon recommendation by the high school principal.
b) The guardian must submit a letter of application, the child’s original identification card and a certified copy to the high school Registration Office within the application period. The original identification card is returned to the guardian after the application has been registered.
c) Students turning six between January 1st and December 31st are admitted to the first grade of the elementary school.
d) The procedure of drawing lots is carried out by a commission, under the supervision of the high school principal and in the presence of a notary public, with the participation of representatives from the Ministry. The result of the lot is disclosed immediately and announced at the earliest possible convenience.
e) A waiting list is not written up during drawing lots. If a vacancy exists after the end of the final registration period, a new lot is drawn in the presence of a notary public, under the same circumstances.
High School Admission through the General Test
Article 13 – Students are admitted to the Preparatory Year of the high school from elementary schools through the General Test.
No student can be admitted to the high school, nor can the quotas be increased to allow for transfers, or the size of classrooms be increased for the same purpose, other than through the procedures described above.
Admission of students from the elementary school to the Galatasaray High School through the Entrance Test
Article 14 – Students who graduate from the elementary school can take both the General Test, and the Entrance Test for admittance into the Galatasaray High School. The tests are conducted by the institution so as to cover the whole curricula in both Turkish and French. Test results from the Entrance Test are taken into consideration under the condition that the student receive a score above that equaling to the 10,000th score on the General Test. Those students who meet the achievement criteria as a result of the test are then enrolled into grade 9.
The organization, sections, conditions, evaluation system, and achievement criteria of this test are designated with a directive issued by the Administrative Committee of the Galatasaray University.
SECTION 5
Organization and Administration
Elementary School
Article 15 – The school principal governs the elementary school. A sufficient number of officials and staff are employed to ensure the proper care of both boarders and day students. The principal is authorized to administer, organize, and monitor all the affairs of the school in accordance to the school’s laws, regulations, directives, programs, and instructions. After the principal, the vice principal and assistant principals govern the school according to its objectives and principles in the administration of affairs and procedures to be able to make evaluations and improvements to education.
The principal of the elementary school is appointed by the Ministry—upon the recommendation by the high school principal and the approval of the President—and reports to the high school principal.
High School
Article 16 – The high school principal is appointed by the Ministry upon recommendation by the President. The principal is responsible for upholding the historical and cultural legacy of the school and the deep-rooted traditions of education in accordance with the times and the needs of the future. The vice principal, assistant principals, and other personnel of the school are assigned in terms of the co-educational and boarding status of the school and the foreign language instruction requirements. A certain number of teachers who are foreign nationals are also appointed. The broad libraries, advanced technical labs, information-processing center, historical museum, diverse sport fields, and outdoor sports facilities of the high school are taken under consideration in terms of staff responsibilities.
Appointments
Article 17 – Teachers and administrators of the high school are appointed by the Ministry, in accordance to the relevant procedures and principles, and upon recommendation by the President. The same method of appointment is implemented for those employees of the school who wish to be tenured as staff of the Ministry. The rights earned by institution personnel tenured under the Ministry are reserved in their transfers to appointments under the Ministry.
French national personnel of the institution are employed pursuant to the Turkish–French Culture and Cooperation agreements, the Bilateral Agreement, dated April 14, 1992, and the protocols and personnel regulations of the high school.
Councils
Article 18 – The following councils have been formed at the high school and elementary school:
a) Education Advisory Council
The role of the Education Advisory Council is to meet and discuss any education issues at the elementary school and high school. The council determines the necessary recommendations to resolve these issues.
The following administrators, teachers, specialists, and representatives sit on the Education Advisory Council:
High School Principal
High School Vice-Principal
The Principal and Vice-Principal of the elementary school
Head of the French Department
Two student representatives, one female, and one male, from the final grade of high school.
The Council meets with an agenda upon the invitation of the high school principal. When needed, the high school principal may invite specialists to the council meeting.
b) Teachers’ Council
The Teachers’ Council is made up of all the teachers and administrators under the chairmanship of the school’s principal at the high school and the elementary school separately. It convenes at the beginning, middle, and end of the academic year and whenever needed, under the direction of the principal. All issues that need to be addressed, discussed, and evaluated regarding the administration, teaching, and learning at the school are taken up at the Teachers’ Council. Teachers are encouraged to express their views at the meetings as much as possible.
The minutes from the previous year are reviewed at the first meeting of the school year. The council reflects on the reasons for any decisions that were not implemented and generally assesses the practices of the council from the previous year. The council reviews the general achievements of the school, educational, and social activities, as well as the order and discipline at the school, as agenda items. Councils and committees are formed and members are selected or assigned in accordance with the regulations.
At the meeting held in the middle of the school year, the main agenda item is the achievement status of students, by way of evaluating all the activities of the semester. The council specifies measures with regard to supporting unsuccessful students, as a result of consultations.
At the meeting held at the end of the year, the council makes a general evaluation of the agenda items on the administration, and teaching and learning activities during the academic year. Work reports made by the Heads of Departments and the year-end reports from the Educational Branches, Discipline Committee, and Counseling Service are presented to the teachers. Decisions are made with regards to student attendance/absence and the application of disciplinary penalties.
The agenda of the meetings is presented to the teachers in advance and signed by each. The discussions are written as minutes and issues are finalized. Teachers are obligated to attend the council meetings.
c) Group Teachers’ Council
The Group Teachers’ Council is composed of those classroom teachers who teach the same grade at the elementary school between 1st and 5th grade, and the subject area teachers who teach the same subject to grades 6 to 8, in secondary education.
Teachers convene frequently in order to deliberate on the following issues: curricula review; preparing annual lesson plans; specifying teaching methods; creating a consensus on assessment and evaluation; conducting lessons parallel to each other; the status of daily lesson plans and unit plans; scheduling and organizing the use of labs, library and surrounds; homework; supporting unsuccessful students and improving education. Decisions are then implemented on approval by the principal.
These meetings are conducted under the chairmanship of the principal, the most senior classroom teacher in the elementary school, or the most senior subject area teacher from the secondary school. Teachers are required to attend these meetings.
d) Classroom Teachers’ Council
The Classroom Teachers’ Council convenes on the first weeks of December, March, and May, and after the Teachers’ Council meeting at the end of the academic year. The classroom teachers assess the achievement status of students at the end of the semester or the end of the year, according to the information in the student files kept by the Counselling Service, which includes their course and passing grades, as well as their achievements in educational and cultural activities. The students’ status of attendance and any disciplinary measures are reviewed, along with the measures to be taken to increase achievement. At the end of academic year meeting, the council evaluates and finalizes the cases for passing/failing the grade levels of the students in the 9th and 10th grades, and the cases of students who are in their final year at the high school.
Head of Departments
Article 19 – There are two separate departments at the high school. The first is concerned with the classes that are taught in French pursuant to the Bilateral Agreement. The second is composed of the teachers of all the remaining lessons. All group teachers and group leaders conduct their teaching activities by reporting to these two Head of Departments. The Head of the French Department also heads the teachers in the elementary school who instruct their lessons in French.
Reward and Discipline
Article 20 – Reward and discipline are as follows:
a) Conducted at the elementary school according to the principles prescribed in the Regulations on Primary Education Institutions by the Ministry of Education.
b) Conducted at the high school according to the principles that are prescribed in the Galatasaray High School Instructions on Reward and Discipline, in a way that conforms to the Regulation on Reward and Discipline at the Secondary Education Institutions affiliated with the Ministry of Education.
SECTION 6
Education and Teaching
Duration of Education at the Elementary School and High School
Article 21 – The duration of education at the institution at the levels sitting below higher education are designated as follows:
Eight (8) years at the elementary school
One (1) year of preparatory school before high school, starting with the 2003–2004 Academic Year
Four (4) years at the high school, starting with the 2003–2004 Academic Year.
Academic Calendar
Article 22 – The academic calendar is prepared by the Administrative Committee of the institution within the scope of work program regulations within primary and secondary education. The calendar takes into consideration the curricula of the schools that are affiliated with the institution. Note: The number of workdays that are assigned as such, cannot be less than the number of workdays prescribed by the Ministry.
Performance of Educational Services
Article 23 – The Ministry of Education is responsible for the performance, monitoring, and inspection of educational services at the elementary and secondary units of the institution, in cooperation with the Office of the President. The institution conducts educational activities at the high school by means of the General Directorate of Higher Education, under the Ministry.
Fields
Article 24 – After the 10th grade, students attending the high school are divided into the fields in which they plan to take the university entrance exam.
Student field preferences are taken into consideration based on their previous academic achievements, wishes, and inclinations, as well as the classroom capacity in their chosen fields. Field openings, evaluations, and operating procedures for admitting students to classrooms is conducted by the school administration. Switching to another field is conducted according to the same principles.
Academic Achievement and year repeat
Article 25 – A student can repeat a year only once at the Elementary School level, Preparatory Year, or at the high school. A student who fails a second time in the same educational unit will be dismissed from school.
Factors that Promote Academic Achievement
Article 26 – It is essential to nurture a student within his/her age group and as part of the whole elementary school. The elementary school is a period of education during which the student is nurtured based on his/her interest(s), inclination(s), and talent(s), through the shared contribution of all lessons within the curricula and extracurricular educational activities. Teaching is performed based on research, homework, discussion, seminars, and implementation methods at the high school level. School administrators keep the library, the information processing center, laboratories, and other facilities ready for use by students at all times, which includes after class hours service.
Assessment and Evaluation
Article 27 – Primary and Secondary Education
a) A 5-point grading scale system is used in assessing a student’s academic achievement.
According to this system, “5” is Very Good; “4” is Good; “3” is Average; “2” is Pass; and “1” is Fail.
b) In order for a student to be considered to have made satisfactory progress in any particular class:
1) the student’s second semester grade for any class should be at least “2,” and the average of the grades of both semesters should be at least “2”
2) if the grade of the first semester is “1,” then the grade for second semester should be at least “3”
3) if the student has received a grade from only one semester, then this grade should be at least “2”
c) In the 6th, 7th, and 8th grades of the Elementary School, students who fail four or more classes, or whose year-end grade for any of their failed classes is “1,” and those students whose year-end grade for either their French or Turkish class is less than “2,” are considered to have failed that year. These situations are not discussed at the class teachers’ council.
d) At the High School:
1) Those students whose year-end GPA is 3.00 or above and who have failed three classes at most are considered to have passed the grade level with their GPA. Yet, to be able to pass the grade level with the GPA with regards to the Turkish, literature, and French courses, the GPA must be at least 3.50. Furthermore, if there are field courses amongst the failed courses, then the weighted grade point average regarding these courses must be at least 3.00.
2) Students whose year-end GPA is less than 3.00 and who have failed one class, are able to pass the grade level by being responsible for that class.
3) The responsibility of the student is lifted either by passing the continuation of the same class at the next grade level or by passing the responsibility test that takes place in the two weeks following the end of classes.
4) At the terminal grade level, those students who cannot graduate at the end of the academic year take graduation tests for those courses they have failed. Those students who cannot graduate as a result of these tests take a second graduation test, under the same circumstances, before the start of the next academic year. The graduation tests are conducted according to the principles of the responsibility tests. Those students who still have a responsibility in their final year and those who cannot graduate after the graduation tests can then take these tests the following school year if they have not previously repeated a year. Those students who cannot graduate at the end of their sixth school year are dismissed.
5) In the two weeks following the end of classes, students can take GPA raising tests for up to three classes, regardless of whether or not they have a low grade. If the score of the test is higher than the year-end grade, their average is taken as the student’s year-end grade.
e) At the Preparatory Year, in order for the students to be considered successful with regard to French class, they must achieve a grade of at least “2,” for each semester as well as for their year-end grade. Those who have been successful with regards to French class then sit the placement test, however, those who fail the placement test must repeat the year. Those who pass the placement test, and whose year-end grade and placement test score result in an average of at least 2.50, are considered to have successfully completed the preparatory year. Those students whose average is below 2.50 take another test before the next academic year, which is conducted under the same conditions. Those who do not manage to increase their average need to repeat the year.
Those students who cannot meet the achievement criteria of the preparatory year face dismissal from the high school.
f) Within the academic year, those students who fail to attend for 20 days at the elementary school, and for 10 days at the secondary education, without due reason, are considered to have failed regardless of their grades.
The regulations of equivalent state schools apply on all issues not stated above.
SECTION 7
Miscellaneous Provisions
Article 28 – The general provisions of the State Personnel Law apply to all personnel except academic personnel. Those authorities specified by the regulations of the institution implement these provisions.
Article 29 – Counseling Services at the elementary and high schools are conducted by the Office of Counseling Services and arranged to meet the needs of each unit. The founding and practices of this office are regulated by a directive prepared by the Administrative Committee of the University. This involves the implementation of the policies as outlined by the Regulations on Guidance and Counseling Services of the Ministry of Education, as well as each of the teaching and education units of the institution.
Article 30 – Teaching assistants, students, and graduates at the units of the institution that have boarding or lodging can become “tutors” to assist others with lodging affairs, study schedules, laboratory, library, research, and similar practices.
Tutor duties consist of assisting students with their studies outside class hours, supervising students during study time to ensure silence assisting them with finding solutions when they encounter difficulties, accompanying students at the dining hall and in the dormitory, maintaining dormitory rules, supervising students between study hours and preventing any harmful behavior, and taking attendance during study hours and in the dormitory. Additionally, because tutors need to speak French to assist students according to the prerequisite of the institution, preference for the assignment of tutor positions is given to graduates of Galatasaray.
Tutors are selected and assigned by the President upon request by the relevant school principal.
The tutors, who conduct their duties in accordance with the internal regulation drawn up by the school administration, report to the assistant principal responsible for lodging services, the assistant principal on duty, as well as the vice-principal and principal, in that order.
Article 31 – The relevant regulation provisions of institutions and organizations affiliated with the Ministry are implemented on all issues not covered in this regulation.
SECTION 8
Provisions on Validity
Provisions that were abolished
Article 32 – Galatasaray University Primary and Secondary Education Regulation, published in the Official Gazette no. 23366 on 8 June 1998, is abolished.
Validity
Article 33 – This Regulation becomes effective on the date it is issued.
Execution
Article 34 – The provisions of this regulation are executed by the Ministry of Education and the President of Galatasaray University.