Erçin Şahmaran writes..."A Delayed Start: The State of Public Education and Students' Concerns"

This week marked the beginning of the new school year in public education, albeit with a one-week delay.

While students, teachers, and families are adjusting to the familiar hustle and bustle of the new term, traffic chaos and the usual logistical challenges have resurfaced.

However, this delay raises an important question: did the extra week really help address the shortcomings of the public education system?

In a conversation with Minister of Education Nazım Çavuşoğlu, I asked him whether the delay had resolved the issues facing public schools. His response was clear:

"It took time to address the shortage of teachers, and it would have been worse to start without resolving that. After completing the necessary appointments, we found it more appropriate, as a government, to open schools. There may still be minor shortcomings, but nothing that would disrupt the educational process."

Education is a fundamental human right and holds even greater importance in the context of public education. However, the focus on infrastructure and management issues often overshadows discussions on the quality and standards of the education system itself.

Is our education system truly shaping the country's future? Or are we simply plugging gaps, treating education as a matter of routine rather than long-term planning? Administrators, teachers, and unions are frequently at the forefront of these debates, but the conversation rarely addresses the perspectives of the students themselves—those most directly affected by the system.

A study conducted by the Cyprus Turkish Teachers' Union (KTÖS) sheds some light on this. According to the research:

• 86% of students are dissatisfied with the current curriculum, with many expressing a lack of desire to attend school.
• Issues such as peer bullying, inadequate playgrounds and sports areas, and a general lack of a secure environment are prevalent.
• Only 10.2% of students feel their school’s physical facilities are adequate.
• A staggering 78.8% report not being able to afford food from the school canteen, with 62% stating they cannot meet their nutritional needs.
• 90.6% believe the current curriculum is impractical, and one of the primary concerns is the chaotic implementation of the full-day education model.

These findings reflect a broader dissatisfaction not only with the educational content but also with the environment in which students spend a significant portion of their lives. The introduction of full-day schooling, for instance, has been particularly problematic. Despite last year’s experiences, it remains unclear how this year’s planning has addressed the identified challenges.

Public education, particularly state schools, is also about equal opportunity. Thousands of students who lack the financial means to attend private schools rely on the public system to reach key milestones in their education and future careers. Yet, the issues facing public schools are not limited to physical infrastructure.

For education to truly be a national policy, it needs to be shielded from political shifts.

Education policy should remain consistent, regardless of which government is in power, ensuring that the system evolves for the betterment of future generations.

The voices of students are clear: they are calling for change, not just in the facilities and food but in the very way education is structured and delivered.

It's time to listen.