02 President's Message
04 Board of Trustees, Board of Directors, and Consultants
05 Supporters 08 ACEV Activities
10 Milestones in ACEV's 16 Years
2008-June 2009 Period
15 Provinces Where Programs are Implemented 18 Early Childhood Education Programs 20 Family Education Programs
22 Women's Support and Literacy Education Programs
24 The “7 Is Too Late” Campaign
32 Human Resources 33 Organization Chart 34 Fundraising Activities
35 ACEV Supporters in the January 2008-June 2009 Period
support of collaboration partners.
ACEV's strategy and educational approach
ACEV's education programs target children who are inadequately supported in their environments due to their social and economic circumstances, parents, and illiterate adults.
ACEV assesses the needs of the target groups through research, develops programs that will answer these needs, implements them through collaborative partnerships, and evaluates program implementation. Evaluations are employed both to investigate program efficiency, and modify programs based
on obtained findings and make them better suited to program objectives.
• Develops alternative education programs in the field of preschool education, and supports existing efforts.
• Supports families and child development, conducts education programs for parents, who play a crucial role in early childhood as the “first educators” of their children. • Develops training programs to raise
public awareness on preventing gender inequality in society and empowering women.
• Prepares educational television programs in order to be able to reach wider audiences.
• In addition to programs that aim long-term behavior and attitudinal change, also develops and implements short-term scientifically-based education programs in the form of seminars to increase public awareness and knowledge & works to generate awareness and support.
• Works on new educational models and policies that can be implemented more extensively, to reach all communities that need assistance.
Advocacy, Awareness Raising Activities Publications and Web Based Resources
Educational Programs via TV Short Training Seminars
Intensive Training & Education Programs
ACEV has reached,
537,742individuals through face-to-face education programs for children, families, and women with
7,000,000viewers through TV programs geared to children, families, and women,
40,000,000people through social stakeholders, decision-makers, and publications, research studies, and advocacy work geared to the public,
Dear Friends of ACEV,
ACEV has always made scientifically-based methodologies and institutional capacity-building a priority, and completed its 16th year as of 2008. During this activity period, we strived to fulfill our self-appointed role of creating a brighter tomorrow for Turkey and for children, together with our national and international supporters and multi-faceted cooperation efforts.
A decisive point in the “7 Is Too Late” Campaign
ACEV has been running the “7 Is Too Late” Campaign since 2005, and a noteworthy landmark was reached in 2009. Pursuant to intense
communication efforts, we were instrumental in building significant public awareness on early childhood education, and reached a new, and encouraging stage that comprises a concrete, political step in the right direction. The Ministry of National Education has decided to initiate a pilot implementation for nine years of mandatory education, including one year of preschool education, as of this year. So, as ACEV, we are now much closer to our goal of providing preschool education and equal opportunity to every child in Turkey.
Our ultimate goal is for all provinces to be covered by mandatory preschool education by law, and to reach all children in rural areas, once the pilot
implementation presently initiated in 32 provinces is complete.
We reached 126,500 people through our education programs.
ACEV met all program targets during this period as well, and 126,500 people benefited from our education programs. To meet these targets and expand the breadth of our programs, we continue to work jointly with various local and national organizations. Consequently, our 16-year collaboration with the Ministry of National Education gives us the chance to reach increasingly more people throughout the country.
ACEV makes significant contributions to national family education programs.
Ever since its inception, ACEV has worked on and underlined the importance of family education programs. Our efforts have been geared toward developing successful examples and reaching an even higher number of parents. The Mother Child Education Program, once the main reason for the establishment of ACEV, has not only transformed into a program implemented in almost every province in Turkey and 10 different countries, but also provides the grounds for other education programs.
Recently a number of organizations, first and foremost the Ministry of National Education, have hastened their work pertaining to family education; a very
pleasing development for ACEV. Spearheaded by the Apprenticeship and Non-Formal Education General Directorate attached to the Ministry of National Education, National Family Education Programs are currently being developed, and ACEV experts are heavily featured throughout the whole process. After running our education programs in collaboration with the Ministry of National Education for many years, we are especially proud of the fact that these programs now form the basis of the ministry's family programs, and that our expertise is being employed in their preparation.
We are developing alternative education models.
ACEV continues to work toward developing and implementing alternative education models in places where institutional and formal education is inadequate. The Rural Education Project that became a reality in 2009, where new technologies are employed and audio-visual education materials are used, is being developed to this end. The program is prepared based on our accumulated knowhow and expertise, and with it we hope to reach parts of society where needs are the greatest, and to implement mother and father education and women's support programs in areas far from urban centers.
Our collaboration with Harvard University is growing stronger.
In the last period, ACEV and Harvard University's Center on the Developing Child had established scientific collaboration based on social
responsibility. For problems in various parts of the world to be investigated by such an esteemed venerable
establishment as Harvard University, and for the matter of early childhood to be addressed in conjunction with ACEV to generate solutions to existing problems, is indeed a momentous step. I believe our joint efforts will contribute to the amelioration of poverty and to early childhood education, an important basis for peace-building. Our
collaboration is growing even stronger with new projects, and constitutes a noteworthy step for ACEV in terms of expanding into the international arena.
ACEV programs are increasingly implemented on an international scale
In line with incoming requests, ACEV is transferring its education programs to the international arena. Our efforts and the success of the Mother Child Education Program have also attracted international interest. Collaborations were struck in response to the demand, and it has now become a worldwide program. ACEV's education programs are offered to trainers, who then implement them with Turkish immigrant families in Europe, or the local populace in Middle Eastern countries. Following in the steps of our mother education
programs, the implementation of our father education programs began in a number of countries in 2008. We are working hard to meet the demand from our international partners. We consider this to be a source of pride not only for ourselves, but for Turkey as well.
Final words and acknowledgements…
We believe quality preschool education needs to be made available to all children in Turkey.
This concept involves quality buildings, teachers, equipment and curriculum, and the family's support.
We believe that our work in relation to the “7 Is Too Late” Campaign enabled us to get ever closer to this target, and expect public support on the matter to increase. ACEV will continue to work hard and ensure that quality preschool education reaches areas with limited opportunities and high levels of need. We extend our deepest gratitude to media organizations that provided us with great support throughout the campaign. Without them, it would not have been possible for us to make our voice heard to this extent and reach all levels of society.
As in previous years, our sponsors & partners have continued to support us in this period, in ever increasing levels. Fiba Holding continues to be one of our strongest supporters, as they have done since our inception. Our collaborator for
16 years in human resources and logistics, the Ministry of National Education, was again by our side.
Sabanc› Foundation and Vodafone Turkey Foundation who conduct grant programs in Turkey to generate noteworthy change; have again supported, and continue to support various ACEV projects. Our other, myriad organizational and individual donors continued to provide us unstinting support, despite the grave global financial crisis. We offer them all our heartfelt thanks.
We would also like to extend our appreciation and gratitude to all our consultants; our trainers; all expert in their respective fields; our volunteers; the teachers who implement our programs; all the program participants; and the whole ACEV Family.
With your support, ACEV is determined to progressively increase its contributions to society, expand into deprived areas with innovative projects, and work even harder.
Board of Trustees, Board of Directors, and Consultants
Board of Trustees
Ayﬂen Özye¤in President
Prof. Dr. Sevda Bekman Member
Prof. Dr. Çi¤dem Ka¤›tç›baﬂ› Member
Dr. Ömer Arif Aras Member Hüsnü Özye¤in Member Süleyman Sözen Member Board of Directors Ayﬂen Özye¤in President
Prof. Dr. Çi¤dem Ka¤›tç›baﬂ› Vice President
Vice President and CEO Prof. Dr. Sevda Bekman Member
Prof. Dr. Tosun Terzio¤lu Member
Dr. Ömer Arif Aras Member
Hüsnü Özye¤in Member
Academic Consultants Prof. Dr. Sevda Bekman Prof. Dr. Çi¤dem Ka¤›tç›baﬂ›
Early Childhood Education Advisory Board
Prof. Dr. Berrin Akman Prof. Dr. Sevda Bekman Prof. Dr. Sibel Güneysu Prof. Dr. Tanju Gürkan Prof. Dr. Nergiz Güven Prof. Dr. Gelengül Haktan›r Prof. Dr. Ayla Oktay Prof. Dr. Fulya Temel Prof. Dr. Belma Tu¤rul
Training Program and Research Consultants
Prof. Dr. Yavuz Akp›nar Prof. Dr. Bahattin Akﬂit Prof. Dr. Sevda Bekman
Prof. Dr. Ayd›n Yücesan Durguno¤lu Prof. Dr. Çi¤dem Ka¤›tç›baﬂ› Prof. Dr. Ayhan Aksu Koç Prof. Dr. Nükhet Sirman Prof. Dr. Diane Sunar
Prof. Dr. Eser Erguvanl› Taylan Assoc. Prof. Banu Öney Assoc. Prof. ﬁemsa Özar
Assoc. Prof. Oya Güngörmüﬂ Özkardeﬂ Asst. Prof. Zeynep Cemalc›lar
Asst. Prof. Feyza Çorapç› Asst. Prof. Mine Göl Güven
Asst. Prof. Ayﬂegül Metindo¤an-Wise Dr. Enis Balkan
Dr. ‹dil Iﬂ›l Gül Dr. ﬁule Yazgan
ﬁeyma Do¤ramac› (MA Psy.) Aylin Atmaca Koçak (MA Psy.) Çi¤dem Ayd›n
The “Multi-dimensional Empowerment of Women in Urban Areas” project is supported within the context of Sabanc› Foundation's Grant Programs.
The “Literacy for Women's Rights: Empowering Women through Political and Civil Rights Training” and “Achieving Gender Equality in Education and Social Participation” projects were supported by the European Union.
Mudo sponsors the “Father Education for Social Change” project.
These corporations all supported ACEV's work in education.
Definitions of ACEV Sponsors and Supporters
Program/Project sponsor or supporter: Individuals or organizations that provided conditional financial support TRY 12,000 or above, to a specific ACEV program/project.
General Sponsor or Supporter: Individuals or organizations that provided unconditional financial support TRY 12,000 or above, for ACEV to meet its mission. Donor: Individuals or organizations that provided conditional or unconditional financial support TRY 12,000 or above to ACEV.
Platinum Sponsor/Supporter TRY 1,000,000 or above Red Sponsor/Supporter TRY 250,000 - 999,999 Blue Sponsor/Supporter TRY 100,000 - 249,999 Orange Sponsor/Supporter TRY 25,000 - 99,999 Green Sponsor/Supporter TRY 12,000 - 24,999 The “Literacy for Women's Empowerment”
project was supported by Gap, Inc.
The “Training Program for Young Women” was supported by Empower.
Supported ACEV' work in education by purchasing products made to benefit the foundation.
Supported the “Welcome, Baby” project.
Supported ACEV's work in education. Supported ACEV's work in education. Supported ACEV's work in education.
Supported ACEV's work in education. Supported ACEV' work in education by purchasing products made to benefit the foundation.
Supported ACEV's work in education.
Supported ACEV's work in education. Supported ACEV's work in education. Supported ACEV's work in the “7 is Too Late” campaign.
Father Support Program participant, ‹stanbul
I believe that children learn the most
important lessons not from characters on
TV shows and cartoons, but loving families
that play with them, investigate with
them, read with them, listen to them, and
spend time with them. The Father Support
Program confirmed my thoughts.
Early Childhood Education Programs
The Mother Child Education Program (MOCEP) The Preschool Parent Child Education Program (PPCEP) The Preschool Education Program (PEP)
Early Childhood Education Programs These are education programs that support children's early development and immediate environment. Providing and/or supporting low-cost alternatives to center-based programs, they aim to increase the quality of preschool education and parental participation.
The Mother Child Education Program (MOCEP)
A home-based education program rooted in science, the Mother Child Education Program was developed for children 5 to 6 years of age that have not received preschool education and their mothers. Mothers are reached directly in this program, and supported in preschool education.
The Preschool Parent Child Education Program (PPCEP)
This is a scientifically-based education program that strengthens cooperation between schools and families so that the educational support provided to children is continuous and complementary. The program supports the cognitive development and literacy and numeracy skills of children in nursery school/preschool, so they begin primary school ready.
The Preschool Education Program (PEP)
The aim of this program is to develop the cognitive, language, social, emotional, and physical skills of children about to start primary school, to enhance school readiness. Children in the 5- to 6-year age group who have never received education, and live in disadvantaged conditions in areas where need is high but participation in education is the least are targeted, as well as their families.
Family Education Programs In the early years, the immediate environment and parental influence and guidance especially, play a significant role in children's development. Family education programs were developed to support parents in matters of child development and education during this activity period.
The Mother Support Program (MSP)
This is an education program prepared to support mothers improve parenting skills needed in child-rearing. Keeping in mind age differences in child development, the program is geared to two separate target groups; mothers with children in the 3-to-6 and 7-to-11 age groups.
The Father Support Program (FSP)
A scientific education program developed to support children's multi-dimensional development by providing educational support to fathers; it targets fathers with children between 3 and 11 years of age.
At these seminars, families are given information on different child-rearing styles, and methods by which they can contribute toward the healthy development of their children. Families with children in the preschool and primary school age, meaning from 0 to 14 years of age are targeted.
Family Education Programs
The Mother Support Program (MSP) The Father Support Program (FSP) Parenting Seminars
Women's Support and Literacy Education Programs
This program enables women to acquire or enhance existing literacy skills, with the aim of strengthening their legal and social standing and role in the family, and facilitating their adaptation to social life. A women's support component was also added to the program that informs women of their rights and information necessary in daily living.
Functional Adult Literacy and Women's Support Program (FALP)
This is a scientifically-based literacy and capacity-building program geared to illiterate youth over the age of 15 and adults. It targets especially women who have recently migrated to the city and experience difficulties in participating in social life because they are illiterate. In addition to functional literacy skills, participants are informed of their rights with the women's support segments featured in the program.
Women's Support and Literacy Education Programs
Functional Adult Literacy and Women's Support Program (FALP)
To further expand its reach, ACEV develops projects for TV programs and uses television, the most pervasive communication tool, for educational purposes.
Will You Play With Me?
“Will You Play with Me?” is an entertaining, educational children's program prepared jointly by ACEV and Turkish Radio and Television (TRT), to support children's development and amuse them. The program includes studio games, animations, actual footage, songs, and puppetry, and supports not only preschool-aged children's cognitive, physical, social, and emotional development, but also builds awareness in parents.
“Will You Play with Me?”
Communication and Fundraising Activities ACEV's organizational communication work is conducted under various headings, including preparing written and visual promotion/education materials on organizational identity; web-based communication work; media relations; and organizations. In addition, fundraising efforts are developed as joint projects by linking them to communication activities and the education departments.
Communication and Fundraising Activities
To share its knowhow and experiences with other countries, ACEV works in collaboration with various international organizations in line with relevant demands.
Policy and Support-Building Activities ACEV also conducts advocacy work geared to building awareness, raising
consciousness, and spreading information in its areas of expertise. In addition, effort is spent to generate support for these issues from all levels of society, and to influence policies.
The “7 Is Too Late” Campaign
The “7 Is Too Late” Campaign is about how vital education is in the early childhood period from 0 to 6, and ACEV has been running the campaign since 2005 to educate and inform the public and make preschool education more widespread. In this campaign ACEV joins forces with six non-governmental organizations active in the field of education; the Association in Support of Contemporary Living (ÇYDD), the Foundation to Support Women's Work (KEDV), the Education Reform Initiative (ERI), the Educational Volunteers Foundation (TEGV), the Turkish Education Foundation (TEV), and the Vehbi Koç Foundation (VKV).
Policy and Support-Building Activities
ACEV's 16 Years
• ACEV is officially founded.
• Implementations of MOCEP begin in five provinces, in collaboration with the Ministry of National Education (MoNE).
• Work on developing FALP begins. • First collaboration between ACEV and
the Association in Support of Contemporary Living.
• The “Human Development and Assessment” seminar is held at Bo¤aziçi University in collaboration with the Van Leer Foundation.
• The symposium on the “Importance of Education in Early Childhood” is organized.
• FALP courses begin.
• Work on developing the FSP begins; pilot implementations are conducted. • MOCEP spreads through collaborative efforts and implementation continues in 23 provinces.
• MOCEP is offered as a course at Marmara, Ankara, and Gazi universities.
• The collaboration between ACEV and the Averroes Foundation in Holland continues.
• ACEV joins the “Consultative Group on Early Childhood Care and Development” and is designated its “Central Asia Representative for Early Childhood Education.”
• The international symposium “Non-formal Education: A Social
Development Tool” is organized. • MOCEP, including the Cognitive
Development Program is
implemented overseas for the first time in Belgium, with Turkish immigrant families.
• MOCEP is translated into English and program implementation begins in Bahrain.
• Results from MOCEP's evaluation study are published as a book in English and Turkish entitled “A Fair Chance”.
• The “Graduate Mothers” project geared to children at orphanages of the Social Services and Child Protection Agency is launched. • ACEV is named the “UNESCO Early
Childhood Cooperating Centre for Central Asia”.
• Work on developing the PPCEP begins; first pilot implementations are conducted.
• The “International Central Asia Literacy Forum” is organized in collaboration with the Literacy Institute.
• The international symposium on “The Multi-faceted Effects of Non-formal Education Programs for Women” is organized in collaboration with Koç University.
• An ACEV presentation is conducted at the Presidential Residence, hosted by President Süleyman Demirel.
• The international symposium on “The Role and Importance of the Father in Child Development” is organized. • The ‹zmit Rehabilitation Center (IREM)
is established to conduct work in the region in the aftermath of the 17 August 1999 earthquake.
• MOCEP implementations begin in Belgium and France, and MSP in Germany.
• Work begins on the “Preschool Education in Turkey: Needs Assessment and Evaluation of Linguistic Competency” that comprises the basis of the Southeastern Anatolia Preschool Education and Mother Support Program.
• MOCEP is translated into Arabic and Dutch.
• ACEV begins to support the National Education Support Campaign and establishes the “Literacy Information Hotline” to inform callers by telephone.
• FSP implementation begins with soldiers in collaboration with the Northern Sea Area Command. • “Communication with Children”
seminars are held for the first time. • ACEV receives the “Millennium
Award” from the Women's Health Commission (KASAKOM), and the “Most Effective Foundation of the Year Award” from the Yeni Olgu Art and Activity Group.
• Implementation of MOCEP begins in Bahrain in Arabic, in collaboration with the Bahrain Society for Children. • “Will You Play with Me?” begins
airing on TRT channels, in collaboration with TRT.
• “Will You Play with Me?” is elected “Best Children's Program” by the Radio-Television Journalists' Association, and receives “Children's TV Program of the Year Award” from YA-PA Publications.
• The “Women's Support and Literacy” program is developed for
implementation in the Southeastern Anatolian Region. Development of the “Preschool Education Program” and the “Mother Support Program” also begins.
• The “Education Reform Initiative” is initiated in collaboration with Sabanc› University and the Open Society Institute.
• ACEV receives the “Vehbi Koç Award” for its work in education. • The “Family Letters” project is
• The ACEV Family and Child Education Center is founded in Alipaﬂa, Diyarbak›r.
• MSP is developed and implemented.
• Through collaborative efforts, FSP implementation is expanded to 16 provinces and the first overseas implementation begins in Germany. • ACEV hosts the annual meeting of
the international Consultative Group on Early Childhood Care and Development.
• Three of ACEV's projects are accepted under the Reproductive Health Program and the Gender Program of the European Union; implementation begins.
• The “7 Is Too Late” Campaign is launched.
• ACEV publishes “A Cost-Benefit Analysis of Preschool Education in Turkey” and “Continuing Effects of Early Intervention in Adult Life-the MOCEP Follow-up Study”.
• The “Nutrition Project” is launched. • The “Our Classroom” literacy
program was prepared in collaboration with Kanal D and aired on television.
• Overseas program implementations begin in Switzerland and Saudi Arabia, in addition to those in Bahrain, Belgium, France, Germany, and Jordan.
• The television program, “It's Nice to be a Father” is prepared and aired in collaboration with TV channel NTV. • The “Early Childhood Education for Social and Economic Development” conference is organized as part of the “7 Is Too Late” Campaign. • ACEV receives the “2006 UNESCO
King Sejong Literacy Award” for FALP in an annual contest organized by UNESCO where the best literacy projects worldwide are appraised.
• The report entitled “Early Childhood Education for Social and Economic Development: Its Significance, Benefits, and Recommendations for Expansion” is published.
• The www.7cokgec.org website is launched in connection to the “7 Is Too Late” Campaign.
• Educational films geared to parents are prepared for the “Parenting” project.
• “ACEV Academy” training sessions begin.
• ACEV is presented at the “Women's Leadership Board” at Harvard University's John F. Kennedy School of Government.
• The “Parenting” Project is honored with the Golden Compass Award from the Turkish Public Relations Association (TUHID).
• The www.7cokgec.org website is awarded second place at the “Golden Spider Web Awards”.
• ACEV President Ayﬂen Özye¤in is honored with the “Happy Kids Service Award of Preschool Education”. • A protocol is signed with the Center
on the Developing Child attached Harvard University's Graduate School of Education.
• Work is initiated on the “7 Is Too Late” Campaign in the new period. • The www.7cokgec.org website is
awarded first place at the “Golden Spider Web Awards”.
• Work is undertaken in Lebanon toward implementation of MOCEP and in Bahrain for FSP.
Our education programs are becoming increasingly more widespread.
In the 18-month period from January 2008 to June 2009, ACEV's education departments surpassed their target figures through program
implementations in the field, and provided training to a total of 126,574 people.
The Early Childhood Education (ECE) Department began implementing the MSP in the provinces of Ankara, Kocaeli, ‹zmir, and Samsun, raising the number of provinces where the program is implemented to seven. The Father Support Program Department began implementing the program for the first time in the provinces of Bilecik, Denizli, Malatya, Muﬂ, Trabzon, and Van. The Functional Adult Literacy Program offered courses for the first time in the provinces of Nevﬂehir and Trabzon, as part of the “Multi-faceted Empowerment of Women” Project.
Our collaboration with the Ministry of National Education is growing.
ACEV continued working with the Apprenticeship and Non-formal Education General Directorate, the Special Education Guidance and Advisory Services General Directorate, and the Preschool Education General Directorate under the Ministry of National Education (MoNE), and the Social Services and Child Protection Agency in the
organization of its education programs. This has enabled us to reach people in almost all regions in Turkey through ACEV education programs, in areas with the highest need.
In 2008, steps were taken to further expand ACEV's programs and our collaboration with the MoNE; a three-way protocol was signed with the Apprenticeship and Non-formal Education General Directorate and the Primary School Education General Directorate for the FSP, and the FALP protocol was renewed. Summer Preschools continued once the existing protocol with the Preschool Education General Directorate was renewed.
A significant step toward making family education programs a part of national policy
In this activity period, one of the most important developments for ACEV was the establishment of the “National Family Education Program” coordinated by the Apprenticeship and Non-Formal Education General Directorate under MoNE, and the efforts to attempt and unify different family education programs. As an organization that has been conducting family education for years now, ACEV is highly involved in this effort to make the family programs implemented throughout Turkey a part of national policy and determine the necessary strategy. A new program called the National Family Education Program is being developed; it will target different needs of the 0- to 19-age group, and consist of separate, age-specific modules. ACEV is contributing to this process especially by working on programs for the 3-to-11 age group, and coordinating the whole process together with the Science Board.
Strong sponsor support
The company Mudo sponsored the FSP training sessions in 2008, while the support provided by the Vodafone Turkey Foundation to summer preschools in Southeastern Anatolia in 2008, continued in 2009. As a result, two major programs were run during this period with sponsor support in addition to backing from Fiba Holding and international funding agencies.
In addition, the FALP and ECE
departments applied to funding agencies in Turkey with two important projects, and were able to secure long-term support when their proposals were accepted.
The first of these is the “Multidimensional Women's Empowerment Project” project, supported within the context of Sabanc› Foundation's Grant Programs. It will be implemented in five provinces, over a period of three years. Groundwork preparations in the project provinces were completed in 2008, and
implementation began as of early 2009.
The second project, supported by the Vodafone Turkey Foundation, was the “Supporting Child Development with Mother Education-Today Is Your Children's Tomorrow” and involved the ongoing MSP implementations in 2008-2009; it was highly successful and surpassed numerical targets.
An important project was finalized.
The “Achieving Gender Equality in Education and Social Participation Project” had been ongoing for over three years, and was completed by the end
Highlights of ACEV’s Activities in the
January 2008-June 2009 Period
of June 2008. This was a highly significant project; not only due to project implementation and the extensive work conducted at the policy level to achieve gender equality, but also because a gender perspective was integrated into all of ACEV's work.
The return of “Will You Play With Me?”
A television program developed jointly by ACEV and TRT and geared to preschool-aged children and their families, “Will You Play with Me?” was revived in 2008 following a three-year hiatus, with ACEV acting as the academic consultant.
The program was initially aired from 2002 onwards, with a total of 260 episodes reaching viewers over four seasons; in its fifth broadcast season, episodes were first aired on TRT1 then moved to TRT Children once this channel began broadcasting.
Efforts to improve our education programs are ongoing.
In this activity period, ACEV spent effort to improve its education programs and revise them based on the needs that arose in the evaluations conducted. The Mother Support and Father Support Programs were revised, and training materials prepared accordingly. In addition, PPCEP's Child Education Program (CEP) underwent content and design revisions, and the new books were published by MoNE.
A new and important project in 2009: The Rural Education Project
ACEV is developing a new education program to empower women living in rural areas, based on knowhow in its fields of expertise, and findings related to needs-assessment studies. The plan
is for the program to be implemented widely through various collaborations, and so it is being designed as a modular, flexible, easy-to-implement program heavily featuring audio-visual aids, with a video-supported program structure. In settings where the program cannot be implemented in its entirety, or face-to-face education is impossible due to the circumstances, only its video segments will be used for educational purposes. ACEV will work in collaboration with Hüsnü M. Özye¤in Foundation's Rural Development Project and implement the Rural Education Program in the basins and villages selected for inclusion in this project.
The program will target young women and women between the ages of 15 and 65, and include information on health, rights, the environment, communication in the family, and child development for children between 0 and 11 years of age. Planned as eight-weekly sessions, the training is being developed to include numerous educational methods.
Program content was prepared and the filming of educational segments completed during the activity period. Once the program development phase is over, pilot program implementation and efficiency assessment studies are also being planned.
The Achieving Gender Equality in Education and Societal Participation Project
Conducted within the context of the European Union's “Integrating Gender Issues in Development” grant program, the project was implemented under ACEV's leadership, and in partnership with the Association to Support and Train Women Candidates (KA-DER) and the Educational Reform Initiative (ERI). It was implemented in the provinces of Mardin, ﬁanl›urfa, Diyarbak›r and ‹stanbul beginning in January 2005, and completed in June 2008. The project aimed to address and remove all obstacles that hinder girls' and women's access to educational services and participation in social life; activities were carried out in three separate areas: (1) Activities geared to achieving gender equality in education (2) activities aiming to increase illiterate women's participation in social life, and (3) activities toward developing policies to raise the enrolment levels of girl children.
Highlights of ACEV’s Activities in the January 2008-June 2009 Period
Our presence overseas is growing stronger.
Since 1997, ACEV's scientifically-based education programs have been implemented overseas through various collaborative efforts.
In this 18-month activity period, ACEV assessed its international work in a new and different framework, defined future strategies, and began expansion activities in various countries through new partnerships.
As the Founding International Partner of Harvard University's Center on the Developing Child, ACEV also supported and made possible for a meeting to be held in 2009 summer, on creating a research agenda for global early childhood education. Researchers from various countries attended the meeting held at Harvard University; ACEV was represented by our Vice President, Prof. Dr. Çi¤dem Ka¤›tç›baﬂ›.
The new face of our website
Another change for ACEV this year was the renewal of its website in terms of content and design, based on changing and developing needs. www.acev.org is now open to visitors with its enriched content, functionality, and user-friendly design. Similarly, our “7 Is Too Late” website geared to support parents and educators was also modified during this period, and enriched with added new sections and expert commentary.
A solid step forward in the “7 Is Too Late” Campaign
ACEV continued to strategize in 2008 and the first quarter of 2009, and decided to adopt new publicity events and more
efficient support-building activities for the third phase of the “7 Is Too Late” Campaign. Accordingly, in May-June 2009, intense communication efforts were undertaken with the support of the media via television and the written press, coupled with lobbying at the governmental level.
Consequently, the Ministry of National Education announced plans to raise mandatory primary school education to nine years, initially in 32 provinces with the adequate infrastructure, which was a significant development. This is considered a major step forward in achieving the campaign's-and thus ACEV's-target of providing “quality preschool education to all children in Turkey”.
In 2008, ACEV received the Golden Compass Award from the Turkish Public Relations Association for the
“Parenthood” project realized in collaboration the previous year with DIGITURK, and another honor came from abroad. In addition, ACEV's www.7cokgec.org website received first place honors in civil society and social responsibility, and second place in education at the Golden Spider Web Awards.
ACEV receives international award from the Amadeus Institute
The Amadeus Institute, a think-tank that focuses its work on Morocco, North Africa, and Mediterranean countries, honored ACEV with an award at MEDays 2008, for its work in the region on education and culture.
We support Global Compact.
ACEV also joined the organizations that endorse Global Compact as of 2008, and its special consultative
status at the UN Economic and Social Council was approved.
The ACEV-Academy training sessions also continued intermittently during this period. Within the context of the Theoretical Module, Prof. Dr. Ayhan Koç presented the “Cognitive Development and Language Development” session; Prof. Dr. Çi¤dem Ka¤›tç›baﬂ› presented the “Family and Development of Self in the Context of Social Change” session; and Prof. Dr. Do¤an Cücelo¤lu presented the “Parenting on the Journey of Being a Human Being” session.
As part of the Trainer Formation Module, prospective supervisors of the PEP and the MSP Diyarbak›r supervisors received training in trainer and supervisor formation.
And as part of the ACEV Programs Module, FALP master trainers were provided with basic trainer training. In addition, at the “Training Workshop” geared specifically to the trainers on the central team staff, informative weekly group meetings were held that covered developing supervisor training and evaluation activities.
Well aware of the fact that education is necessary for any developing society, ACEV's
mission is to contribute to early childhood and adult education, its areas of expertise,
through its programs and practices and create a nation-wide service network.
ACEV offers Functional Adult Literacy and Women's Support Programs in 11 provinces,
Family Education Programs in 23 provinces and Early Childhood Education in 73
Provinces where ACEV offers services ACEV’s Representative Offices
‹stanbul K›rklareli Tekirda¤ Edirne Yalova Kocaeli SakaryaDüzce Bolu Zonguldak
Bart›n Kastamonu Sinop Samsun Ordu Amasya Çorum Çank›r› Karabük Ankara Eskiﬂehir Bilecik Bursa Bal›kesir Çanakkale Manisa ‹zmir Uﬂak Kütahya Afyon Isparta Burdur Denizli Ayd›n Mu¤la Antalya Konya Karaman Mersin Hatay Adana Ni¤de Aksaray Nevﬂehir K›rﬂehir K›r›kkale Yozgat Tokat Sivas Kayseri Malatya Kahramanmaraﬂ Ad›yaman Osmaniye Gaziantep Kilis ﬁanl›urfa Diyarbak›r Mardin Batman ﬁ›rnak Tunceli Erzincan Giresun Gümüﬂhane Trabzon Rize Artvin Ardahan Kars Erzurum Bingöl Muﬂ Bitlis Van A¤r› Hakkari Siirt Bayburt I¤d›r Elaz›¤
Mother Child Education Program participant, ‹stanbul
During the time I attended the course,
I learned a lot on mother-child education.
I believe I am now more patient,
knowledgeable, informed, and better
equipped. Mothers have a large role to
play in child development. Which is why
this course is so important. My heartfelt
thanks to ACEV.
Early Childhood Education Programs
Including those by the new teachers trained in
2008, 1,319 courses were opened in 71 provinces,
and a total of 54,748 mother-child pairs benefited
from the program.
The program's training materials were renewed.
In 2008, and in collaboration with the Preschool Education General Directorate, the PPCEP was implemented in 120 classrooms in 25 provinces by 101 nursery school teachers-including 55 trained at Erzurum On-the-Job Training Institute-and 5,556 mother-child pairs were reached. Participating independent preschool directors implemented the program in more than one classroom.
In the first half of 2009, 148 teachers implemented the program in 179 classrooms and 8,560 mother-child pairs benefited from it. In addition, 39 new teachers were trained at the trainer training held in June.
A noteworthy development in this activity period; the Child Education Program (CEP) component of the PPCEP underwent content and design revision, and the teachers were updated on this matter.
The Preschool Parent Child
Education Program (PPCEP)
Number of Provinces
People reached (parent-child pairs)
MOCEP is taking on a different form within the context of the Ministry of National Education's work on the “National Family Education Program”.
During this activity period (January 2008-June 2009), and in line with the new strategies regarding the family education programs being conducted and coordinated by the Apprenticeship and Non-Formal Education General Directorate under MoNE, the duration of MOCEP trainer trainings was shortened in 2008; new training sessions were held in 2009 neither with MoNE nor the Social Services and Child Protection Agency. As of 2010, MOCEP will once again be backed by ACEV, and implemented over a two-year period.
Including those by the new teachers trained in 2008, 353 Public Education Center teachers opened 640 courses in 71 provinces during this activity period and reached a total of 26,772 mother-child pairs, while 364 previously trained Public Education Center teachers opened 640 courses in 69 provinces in 2009, and a total of 26,004 mother-child pairs benefited from the program. In line with our cooperation with the Social Services and Child Protection Agency, 13 previously trained social workers opened 20 courses in eight provinces and reached 992 mother-child pairs, while 12 previously trained social workers opened 19 courses in 6 provinces and reached 980 mother-child pairs in 2009.
The Mother Child Education Program (MOCEP)- MoNE and SSCPA
Number of provinces
People reached (mother-child pairs)
Summer Program Implementations
The program had been implemented in two provinces in the past few years; it was supported by the Grant Program of the Vodafone Turkey Foundation in this period and expanded to a third province.
Known in the Southeastern Anatolian Region during the summer as the Summer Preschools, implementation of the program began in Batman in addition to Diyarbak›r and Mardin.
Master instructors trained by ACEV, brought preschool education to 868 children just about to start school, for a period of nine weeks during the summer of 2008, in 62 classrooms in three provinces. In addition, ACEV-trained group leaders also provided education to 657 mothers in 49 mother groups in Diyarbak›r and Mardin. Meanwhile, ACEV's Father Support Program trainers held evaluation meetings with the fathers of these children.
Pre- and post-test measurements to assess the impact of the program (literacy and numeracy skills) on children, found that following the nine-week
implementation, the literacy and numeracy skills of the participating children were significantly higher compared to children who did not participate.
The teachers trained at the trainer training held prior to the Summer Preschools opened in July 2009 have completed their class-formation work. The preschool education activities completed in September were again supported by mother education, and the parents of children who completed the program were encouraged to enroll their children in primary school.
Financial support by the Vodafone Turkey Foundation
The 2008 and 2009 Summer Preschools conducted in accordance with the protocol signed with the Preschool Education General Directorate under MoNE, were made possible by financial support from the Vodafone Turkey Foundation.
At the end of this project; • The equipment and education
materials used in the classrooms created for the summer months, which may be considered “ideal nursery schools”, are turned over to schools in the region, making it possible for even more children in the area to benefit from preschool education. • Teachers in the first years of their education career receive extensive training in a different occupational field, which contributes to their personal development.
• In addition to directly or indirectly reaching over 4,000 people in the two summers the project was
implemented, the collaboration between the Vodafone Turkey Foundation and ACEV provides fundamental input to the region's preschool infrastructure, and steps are taken to ensure preschool education services can become more
widespread and sustained in the area.
Winter Program Implementations
The Diyarbak›r Alipaﬂa ACEV Family and Child Education Center has become an exemplary preschool.
Education continued at the center during the 2008-2009 school year. The preschool education program was implemented with 54 children in three of the classrooms at the center, while their mothers attended the MSP provided in four classrooms.
Number of provinces
The Preschool Education Program
and Mother Support Program
(PEP and MSP)
The Mother Support Program was implemented during this activity period with support from the Vodafone Turkey Foundation.
In line with the protocol between ACEV and the Special Education Guidance and Counseling Services General Directorate, MSP was offered in eight provinces in the 2008-2009 school year: Antalya, Adana, Ankara, Bursa, ‹stanbul, ‹zmir, Kocaeli, and Samsun. Seven trainer trainings were held in this period, and 144 new guidance counselors were trained to implement the program.
A total of 210 old and new trained counselors opened 565 courses and reached 27,030 mother-child pairs.
In this activity period, MSP was revised and modified for implementation in two separate groups, mothers with children in the 3-to-6 and the 7-to-11 year age groups; guidance counselors were brought up to speed at refresher seminars.
The Mother Support Program was implemented as part of the “Today is Your Children's Tomorrow” Project backed by the Vodafone Turkey Foundation; by educating mothers, their children's development was supported. In addition, “Parenting” Seminars were held in the provinces included in the project.
Family Education Programs
The Mother Support Program was implemented
in eight provinces as part of the “Today is Your
Children's Tomorrow” Project backed by the
Vodafone Turkey Foundation.
Number of provinces
People reached (mother-child pairs)
Mother Support Program (MSP)
The program was revised, and separate modules were formed based on children's age groups.
Like the MSP, the FSP was also revised and modules created for the 3-to-6 and the 6-to-11 year age groups and implemented at new training seminars.
At the four trainer trainings conducted in collaboration with the MoNE in the 2008-2009 school year, 34 counselors and guidance counselors, and 117 homeroom teachers at primary schools-a totschools-al of 151 FSP Trschools-ainers were trschools-ained.
In this activity period, trainers attached to MoNE and the Social Services and Child Protection Agency conducted 280
father groups in 22 provinces and reached a total of 7,024 father-child pairs. The provinces were: - Adana, Afyon, Ankara, Bal›kesir, Bingöl, Bursa, Denizli, Diyarbak›r, Elaz›¤, Gaziantep, ‹stanbul, ‹zmir, ‹zmit, Kayseri, Kahramanmaraﬂ, Mersin, Mu¤la, Muﬂ, Samsun, Sivas, Trabzon and Van.
Another significant development was that program implementation also took place at the Ümraniye Penitentiary with inmates, and work has now begun to expand such implementations.
The 2008 implementations of the program were financially backed by the firm Mudo.
The Seminars were implemented in provinces where the Mother Support Program is implemented, within the context of the “Today is Your Children's Tomorrow” Project.
“Parenting” Seminars are an important tool in promoting ACEV and our programs; in the 2008-2009 school year 78 seminars took place, reaching 4,120 parents. In addition, 1,070 parents were reached with 14 seminars conducted as part of the “Today is Your Children's Tomorrow” Project backed by the Vodafone Turkey Foundation.
“Parenting” Seminars are an important source of support, especially in cases where schools and organizations approach ACEV specifically for our expertise in the field, but implementing long-term programs is not possible.
Number of provinces
People reached (parents)
Father Support Program (FSP)
Number of provinces
People reached (father-child pairs)
In this activity period, a large majority of the FALP courses were backed by funds secured through various projects, and expanded to new provinces.
A total of 10 trainer training seminars were held in 2008, and 329 new volunteer trainers were trained. And in 2009, 188 new volunteer trainers were trained in eight trainer training seminars. These trainers also received education in Women's Support and Disability Rights, in line with the projects.
FALP was implemented in 11 provinces in this activity period: Adana, Ankara, Bursa, Kocaeli, Diyarbak›r, Gaziantep, ‹stanbul, ‹zmir, Trabzon, Nevﬂehir and Mardin. Through a total of 859 FALP courses, 14,630 people were reached, and also provided with women's support training.
Women's Support and Literacy Education Programs
A total of 18 trainer training seminars were held
this activity period, and 517 volunteer trainers
Number of provinces
Functional Adult Literacy and
Women's Support Program (FALP)
Women's Support and Literacy
Funding support to FALP projects…
Five different projects were run in 2008 to further expand FALP implementations. Two of them were realized with EU funds, while GAP, Inc. backed one and Empower backed two of the remaining projects. In addition, as of 2009, the implementation of a brand new project was realized with support from the Sabanc› Foundation Grant Program.
• Following the three-year duration of the EU-funded Achieving Gender Equality in Education and Social Participation Project, a six-month extension was requested; 45 courses were opened in the first half of 2008, and 801 more women benefited from the education program.
• A total of 190 courses were opened in the provinces Ankara, Bursa, Kocaeli, Adana, and ‹zmir under the EU Women's Rights Project; project targets were reached and 3,024 women were trained.
• The Literacy for Women's
Empowerment Project was funded by GAP, Inc. and 120 courses were opened in the provinces of ‹stanbul and Bursa, where 2,353 women received training.
• The Education for Young Women Project was backed by Empower; it focused chiefly on young women between 14 and 24 years of age, encouraging them to acquire literacy skills in Stage 1 literacy courses, then to continue with their education following course completion. Successfully completed in 2008, the project was extended until June 2009. In this context, in the 62 courses opened in 2008-2009 in the provinces of Diyarbak›r and Mardin, 1,135 participants were trained; 65 percent of the participants were between the ages of 14 and 24. And 232 of the participants continued on to attend Stage 2 literacy courses.
• The Multidimensional Women's Empowerment Project, funded by the Grant Programs of Sabanc› Foundation, enables ACEV's FALP implementations to become more
widespread. The three-year project will be implemented from 2009 to 2011, and aims to help women over the age of 15 and orthopedically-disabled women who will attend the courses, to participate in social life through the acquisition of literacy skills, and create awareness in and sensitize both the participants, and society, on the rights of the disabled.
The project made it possible for FALP to expand to the provinces of Trabzon and Nevﬂehir for the first time, and program implementation began as of 2009. The Disability Rights module developed within the context of the project was included in the program, and 86 courses were opened until the end of June, reaching 1,514 women. With this project, ACEV began to include a disability rights perspective in its programs.
The “7 Is Too Late” Campaign
ACEV has been running the “7 Is Too Late” Campaign since 2005, to create awareness of education during the early childhood years and ensure the 7 million children in the 0-to-6 age group in Turkey benefit from quality preschool education. ACEV joined forces with six leading non-governmental organizations in Turkey (ÇYDD, TEV, TEGV, KEDV, VKV, and ERI) for the campaign, to draw public attention to problems concerning preschool education and raise awareness of the issue.
While 16 percent of children in the 4-to-6 age group were benefiting from preschool education at the onset of the campaign, a 107 percent increase has been evidenced to date, and the rate of school enrolment increased to 33.4 percent for this age group in 2008. We believe this to be the joint outcome of ACEV's work, parents' increased awareness on the issue, and efforts by the state.
In line with its mission, ACEV continued its fieldwork in the four years since the onset of the campaign, and reached 240,000 people through preschool education activities and various other projects.
Yet, one of the targets we hoped to achieve in five years as we launched the campaign in 2005, namely the matter of making it legally mandatory for all children in the 5-to-6 age group to benefit from preschool education, has yet to become a reality. In Turkey, school enrolment rates for preschool education still lag behind international averages. Consequently, it was decided to continue with communication and advocacy work for the “7 Is Too Late” Campaign in 2009 as well.
In 2008 and the first months of 2009, we worked to determine strategies and plan new publicity measures for the third phase of the campaign. Meetings were held with our collaborative partners in the “7 Is Too Late” Campaign, and with
the Early Childhood Education Consultative Board composed of academics from various universities. As a result, it was decided to re-publicize the campaign and carry out
communication activities, such as preparing TV spots, newspaper/magazine ads and billboards; conducting media and PR work; and drawing up policy recommendations to lobby and encourage officials to take concrete steps.
An activity plan was developed in light of these decisions, and promotion and communication materials were prepared with the help of various agencies. DDB&Co Advertising Agency and G7 Communication Agency supported ACEV to this end.
The “7 Is Too Late” Campaign
While 16 percent of children in the 4-to-6 age
group were benefiting from preschool education
at the onset of the campaign, a 107 percent
increase has been evidenced to date, and the rate
of school enrolment increased to 33.4 percent for
this age group in 2008.
Third Phase Activities of the “7 Is Too Late” Campaign - 2009
The ultimate goal of the campaign is the enactment of a law that will make one year of preschool education mandatory, and for children to receive preschool education before they start school free of charge at public nursery schools.
ACEV prepared a policy brief and communicated it to relevant parties. The brief included recommendations to also keep the quality of early childhood education on the agenda; expand preschool education in ways that ensure equal opportunity for all children in Turkey, and give priority to higher-need areas in preschool education
To bring preschool education onto the agenda and draw the attention of the public and the authorities, brand new TV/radio spots, newspaper/magazine ads, internet banners and billboards were prepared on the issue; with the support of media organizations, 83
newspaper/magazine ads and 22 news pieces published, and 1,817 TV/radio spots were aired in May-June 2009. In addition, announcements were made through the use of banners and billboards, and campaign brochures were distributed. The campaign was also promoted at the fetes and festivals of various organizations.
The www.acev.org and
www.7cokgec.org websites were modified in line with campaign targets, and a “signature campaign” was initiated on our “7 Is Too Late” website to draw public support.
In a promising development parallel to ACEV's efforts, the new Ministry of National Education declared that preschool education would be addressed as a priority issue, and would be made mandatory, in phases, for the 5-to-6 year age group. Furthermore, it was said that preschool education would be made accessible to all children in that age group in 32 provinces with suitable infrastructure.
Functional Adult Literacy and Women's Support Program participant, ‹stanbul
I used to live in Eskiﬂehir, and was in
‹stanbul visiting my daughter. I asked
about the course, and when they said it
wasn't offered in Eskiﬂehir, I moved here
to learn how to read and write. It's
wonderful to read and learn; to improve
yourself. It brings positive changes to
• To share its knowhow and experiences with other countries, ACEV works in collaboration with various national and international organizations in line with relevant demands. ACEV plays an active role in international networks in the fields of early childhood and adult education, and contributes to developments in these fields.
• As the International Founding Partner of Harvard University's Center on the Developing Child, ACEV collaborates in efforts to improve the lives of children worldwide and plan a global strategy for early childhood.
• As a member of the Consultative Group on Early Childhood Care and Development and the World Forum on Early Childhood, ACEV participates in the work conducted on these platforms and shares its knowhow.
• ACEV shares its experiences and knowhow with neighboring countries through UNESCO's Early Childhood Cooperating Center.
• ACEV regularly interacts with groups that have developed different early childhood education programs and methods, such as the International Step by Step Association, and HIPPY International, and ACEV programs are implemented together with HIPPY programs in Germany.
• In addition to the field of early childhood education, ACEV is also a part of international initiatives focused more on development, such as the Clinton Global Initiative.
• ACEV endorses the implementation of its existing education programs especially in European and Arab countries, by cooperating with local organizations. While in European countries the programs are
implemented in Turkish with Turkish
immigrant families, in Arab nations implementations are sometimes in Turkish for the Turkish families there, and sometimes in Arabic for the local population. ACEV's role in overseas implementations is to provide training and materials on ACEV-developed programs to staff members of the organizations we collaborate with, and supervision and consultancy to program implementations conducted by these trainers. In other words, ACEV shares is expertise in early childhood and family education programs, communicates its knowhow, and endorses the expansion of its scientifically-based programs in different countries and cultures.
• ACEV programs are currently implemented in Bahrain, Belgium, France, Germany, Holland, Jordan, Lebanon, Saudi Arabia, Switzerland, and the Turkish Republic of Northern Cyprus.
In the January 2008-June 2009 period…
International efforts on our mother education programs gained speed.
ACEV's Mother Child Education Program has been implemented overseas since 1997, and to understand the structure and content of this experience in terms of the mothers, a study was conducted to assess these MOCEP
implementations under the leadership of Prof. Dr. Sevda Bekman.
In this activity period, 2,096 mother-child pairs were reached via 71 mother education courses implemented in Belgium (Brussels and Ghent), France (Paris), Germany (Bremen), Saudi Arabia (Riyadh, Medina, Jeddah, and
Dammam), and Switzerland (Geneva, Zurich, and Bern), and in Jordan and Bahrain.
International strategies are being restructured.
As of 2009, ACEV has begun to assess its international efforts in a new and different framework, and strategic plans for the future involve transferring its accumulated academic knowhow to different countries through various collaborations. To this end, effort is being spent to make a mark in the international arena in the field of early childhood by building cooperation with various international organizations, and contributing to world peace through education.
In this activity period, implementation of MOCEP began in Lebanon in collaboration with the Arab Resource Collective (ARC), and the Father Support Program in Bahrain in collaboration with MOCEP-Bahrain, both for the first time.
The IMPACT (Improving Parenting Competences)-Grundtvig I Project was finalized.
ACEV was part of a subprogram of the EU's Socrates Program, called the “Grundtvig 1 IMPACT (Improving Parenting Competences) Project”. In this two-year project, eight organizations from five countries (Britain, Finland, Germany, Romania, and Turkey) worked together to improve the parenting competencies of families. While efforts focused on the preparation of an online “e-course” and forum, ACEV lent support to building of the project's website and conducted its need-assessment study. Including pilot implementations, e-course work was conducted with 45 parents, followed by relevant analyses. At the concluding meeting held in Finland, the project was finalized following its evaluation.
Mother Child Education Program participant, ‹stanbul
I attended the MOCEP training to raise
my children better, but learned that I had
to correct myself first. I saw there was
a lot I didn't know, that sometimes my
behavior was wrong. I'm happy that I
participated in the program.
ACEV's human resources have embraced the organizational culture and reflect this in their actions, thus representing a strong organizational structure among non-governmental organizations.
ACEV has a staff of 165 members, each expert and proficient in their fields; on
average, staff members are 40-years old, merging dynamism with experience.
Over 65 percent of staff members are at least university graduates; while 76 percent are women, 24 percent are men. Administration comprises 13 percent and trainers 86 percent of the staff; 1 percent is both.
Of the over 3,000 thousand trainers that participate voluntarily in Literacy Education activities, 859 actively participated in work during this period.
51% 17% 6% 5% 5% 4% 3% 2% 2% 1% 1% 1% 1% 1% ‹stanbul Diyarbak›r ‹zmir Bursa Adana ‹zmit Ankara Mardin Gaziantep Trabzon Samsun Nevﬂehir Mu¤la Kayseri 67% 17% 7% 3% 2% 1% 1% Education and Social Sciences
Administrative Sciences Other
Communications and Public Relations Sciences
Political Sciences Technical Sciences
Staff Members by Gender Administrative/Trainer Staff Members
Study Area in Associate Degree and Higher Education Level of Staff Members
Female 76% Male 24% 56% 27% 9% 5% 2% 1% Undergraduate High School Graduate Associate Degree Primary School Middle School 86% 13% 1% Trainers Administrative Staff Administrative and Trainer Staff
Father Support Dept. Communication and Fundraising Dept Finance and Administration Dept. Organizational Development Dept. Literacy Education and Woman Support Dept. Early Childhood Education Dept.
Mutlu Yasa Budak Education Specialist Ayﬂe Özdemir Education Specialist Hilal Gencay Education Specialist Tümay Algan Education Specialist Gülseren Demir Dept. Assistant Yeﬂim Çaylakl› Education Specialist Meltem Cantürk Coordinator Nur S. Çorapç› Manager Subject Matter Expert
Elif Aliﬂo¤lu Specialist
Harika Özat›c› Assist. Specialist Nevin ‹lhan Koçak
Manager Filiz Öztürk Specialist Mehmet Akçaova Admin. Staff Alper Karabak›r Assistant Specialist Zekai Keskin Admin. Staff Ertu¤rul Kaya Admin. Staff Cengiz Sa¤dan Coordinator Kader Göktaﬂ Specialist Serkan Kahyao¤lu Manager Subject Matter Expert
Emine Kuzutürk Coordinator (Rural Project) ﬁermin Erﬂan Office Manager Gamze Coﬂar Platform Assistant Ercan Keskin Admin. Staff Olcayto Ezgin Education Specialist Hasan Deniz Coordinator Deniz Do¤ruöz Education Specialist Özlem ﬁahan Assistant Coordinator Canan Erman Education Specialist Seda Y›lmaz Ankara Representative Father Support Dept. Field Staff
Literacy Educationand Woman Support Dept.
Field Staff Early Childhood Education Dept. Field Staff Filiz Buluttekin Diyarbak›r Representative Ayfer Yürük Assist. Diyarbak›r Representative Elif Tanr›ver Dept. Assistant
Garanti Bank Credit Cards
Donations were made to four non-governmental organizations (ÇYDD, the TOHUM Foundation, and TESYEV) including ACEV by Garanti Bank Credit Cards; the &club privé card in 2008, and Shop&Miles in card in 2009.
The “Welcome, Baby” Project with Joker Maxitoys
ACEV's “Family Letters” information kit was turned into a book entitled “Welcome, Baby” and gifted to participants at the “Welcome, Baby” seminar organized by ACEV.
Cooking Contest with Scotch-Brite
Through the mother and child creative cooking contest, Scotch-Brite aimed both to draw the attention of mothers and children to good nutrition, and support ACEV's work. For the duration of the contest, Scotch-Brite donated a portion of its proceeds from each microfiber cloth package sold.
Support to ACEV from Tchibo's sales
Tchibo channeled revenues from a certain portion of their sales of specific themed products in their stores to ACEV's work.
Donations to ACEV from the sale of Pigeon's products
A certain portion of the proceeds generated from Pigeon brand mother and baby products are donated to ACEV in contribution to educational activities.
ACEV's Happy Day Products
A variety of products went on sale to provide support to ACEV's educational activities on special days at
Marks&Spencer, GAP, Banana Republic, Mudo, and Joker Maxitoys stores.
Silver bracelets were prepared for Valentine's Day, t-shirts for Mother's Day, Turkish delight during religious holidays, pencils for the back-to-school period, colorful decorations and greeting cards for New Years, ACEV storybooks for the Children's Festival, and canvas bags for the summer; all were successfully sold.
Support to ACEV from Art Projects
Artist Günseli Kato contributes to ACEV's education programs every year with different projects; the colorful and multi-design trunks she made for her “Trunk Island” exhibition were sold to benefit ACEV in this activity period. The exhibition was hosted by ‹stinye Park Mall, and Antik A.ﬁ. provided support to its organization; ‹zzeddin Çal›ﬂlar contributed to promoting the exhibition with original texts, while Marka Sokak Advertising Agency helped with its design.
Another exhibition organized to benefit ACEV, was photographer Sara Rodrik's “Living Goddess” exhibition held at G-Art G-Art Gallery. All the proceeds from the sale of the exhibition pieces were donated to ACEV.
Support to the “7 Is Too Late” Campaign at the Carte d'Or Outdoor Concerts
The Outdoor Concerts sponsored by Carte d'Or lent support to the promotion of the 7 Is Too Late Campaign; the company not only donated to ACEV, but broadcast campaign spots to 18,000 people who went to these concerts, and distributed campaign brochures.
The Mother Dearest and Father Dearest Photography Exhibitions
During Mother's Day and Father's Day, the “Mother Dearest” and “Father Dearest” photography exhibitions were organized at the ‹stinye Park Rotunda and at Bursa Korupark; ACEV volunteer Banu Bildik directed the project. Photographer Pemra Yüce and Nurhan Atar photographed numerous well-known mothers and fathers with their children for the exhibition. A Kite Festival was organized as part of the project on Mother's Day, and a portion of the proceeds from the project was donated to ACEV's work in education.