Minister of National Education Yusuf Tekin answered questions on the agenda in the live broadcast of CNN Türk and made evaluations.
Wishing success to teachers, students, and parents in the new education year, Tekin noted that the work done in education affects all areas from economics to defense.
In his evaluation of the results of the Programme for International Student Assessment (PISA) 2025 implemented by the Organisation for Economic Co-operation and Development (OECD), Tekin stated, "In the journey we started in PISA in 2003, we were in a very bad spot. However, after education investments started bearing fruit, i.e., from 2015, we entered a stable rise. We are among the top 15 countries in the OECD. What is important for us is that our graph has always gone upwards over the years. Turkey is the only OECD country that increases the average in the three areas tested by PISA: reading and writing skills, mathematics skills, and science skills. This is a very important indicator."
Minister Tekin asked, recounting that the opposition alleged that "OECD countries experienced learning loss due to the pandemic," and asked, "Was there no pandemic in Turkey? Which disasters did OECD countries experience in Turkey over the last 5 years?"
Tekin also mentioned that the OECD had recommended "no use of mobile phones in class" regarding mobile phone use in schools.
Tekin, who reported that they took cleaning and security measures in schools for approximately 150 thousand personnel, made the following remarks regarding the earthquake resistance of buildings:
"Before 2002, we had 180-200 classrooms. All of these classrooms were reviewed in accordance with the earthquake regulation. Our at-risk schools were included in the 'demolish-build' scope. Schools that did not need to be demolished were solved by reinforcement. Schools that could be solved by reinforcement were reinforced. Schools that could not be solved were closed in terms of education and training. We took the necessary measures. The number of classrooms made since 2002 has reached 750 thousand today. We have brought approximately 500 thousand new classrooms into the system."
The Obligation to Wear Uniforms for Teachers
Tekin stated that teachers working in public schools are subject to the dress code regulation determined for civil servants and public employees.
Tekin emphasized that some measures need to be taken to ensure safety in schools and to distinguish between teachers and other people coming to the school, and highlighted that complaints regarding parents' clothing choices have come through CİMER.
Tekin reported that during school visits, he encountered controversial elements in the clothing of some teachers, including brand preferences and messages on t-shirts, including content that suggests LGBT.
Minister Tekin said, "There were two options. Either we would remind them about being subject to 657 (Civil Servants Law) and ask them to wear clothing in accordance with the dress code regulation there, or we would prefer the vests we thought would be more comfortable. We chose the vests. We made similar reminders every year since 2023. On November 24, 2023, we gifted vests to all our teacher friends."
Tekin stated that approximately 65 thousand schools are monitored through a system supported by artificial intelligence, and that student and classroom numbers and new school needs are planned in this regard. He noted that parents turning to schools other than their address affects student distribution and teacher planning, and therefore measures were taken to ensure registration with another address, and that these measures have also reduced registration fee discussions.
Tekin underlined the fruitful results of feedback regarding parental participation in the Week of Harmony, noting a participation rate of 91 percent.
Minister Tekin said that there are about 550 thousand Syrian students in the country, and about 260 thousand Syrian students have left schools.
Mid-term Break Application
Tekin also commented on the place of artificial intelligence in education, stating that they have established a directorate within the general directorate for this use.
Tekin expressed that they have developed an artificial intelligence application in both Turkish and English called "Dilim" for foreign language education in Turkey.
Tekin pointed out that they could not fit the schedule because students have to attend school for 180 working days and teachers also need to take a 2-month break as per law, noting that the time for the mid-term breaks coincided with the planned time frame for the Ramadan and Eid al-Kurban holidays for the last 2-3 years. He emphasized that there would be no problems in mid-term breaks as long as they can be placed in the schedule, but if there are difficulties in placing them on the schedule, the mid-term break application may not be possible.
Tekin informed that the Ministry published and began distributing the books "Hakan and Bilge's Journey Through the Turkic World" and "Turkic World Cultural Atlas: The Journey of Bilge and Hakan Beyond Time," which contain information about the states within the Turkic States Organization, and that these books have also been translated into the languages of those countries and will be distributed there through printing.
Minister Tekin made an evaluation regarding the current situation of the Heybeliada Seminary, stating, "The decision on whether to open or not is a very important decision in terms of foreign and domestic politics in this country. The political institution and the state will make this decision. If our President and our statesmen who manage our foreign policy say that opening will result in outcomes favorable to the country, we have made our preparations for how it will be opened."
Regarding the quota for disabled teachers, Tekin said, "The numbers are not just the numbers we will decide. Our Ministry of Labor, our Ministry of Family and Social Services, and we together decide the issue. The relevant colleagues are discussing it. Clear numbers will be known by the end of the year and we will share them with the public."
Tekin stated that the application of provincial or district orders would not be introduced for teachers whose transfers did not occur despite the acceptance of excuses for family unity, health, and safety, due to insufficient quotas.
"It is not right to sell any material with the name of a textbook."
Minister Tekin made the following remarks regarding complaints about the prices of private schools as well as the fees for supplementary books and stationery in some schools:
"We continuously monitor the prices of private schools electronically. We insistently monitor what creates the perception among citizens that 'exorbitant prices are being applied'. After monitoring education fees in previous years, we received rumors that our applications were breached in the category of stationery, clothing, and food. This year, we have added it to the regulation. We are also following up on that process now. Complaints have started to come about some private schools bypassing the regulations or looking behind the scenes regarding textbooks and supplementary books. Exams between levels are based on our textbooks and our curriculum. We also send our textbooks to the official schools under the Ministry of National Education, just like the textbooks in those schools. Therefore, it is not right to sell any material with the name of a textbook there."
Tekin stated that school buses are monitored by the Ministry of Interior, Transport and Infrastructure and the Ministry of National Education, and that the issue of bus fees is a matter that concerns them but that the ministry does not have jurisdiction over it, stating that bus fees are in the initiative of the municipalities.
Tekin recounted that a process has been underway since 2013 regarding the sale of food that pay attention to school health to prevent obesity, and that they have been in discussions with canteen operators and school food producing companies, saying, "The presence of different colored labels on the food sold in school canteens, we expect the relevant companies to revise these products according to these criteria within one year."
"Every school has its own special curriculum."
Tekin indicated that they have started the "7 Gastronomy Schools in 7 Regions" project, led by the spouse of President Recep Tayyip Erdoğan, Emine Erdoğan, and that each school has a program based on the food culture and table manners of the region it is in, derived from the mothers' recipes.
Tekin stated, "Every school has its own special curriculum. These schools are currently based on three divisions: cooking, serving, and entrepreneurship of foods. We value this gastronomic culture."
Facts Only
* Minister Yusuf Tekin answered questions during a live broadcast on CNN Türk.
* Turkey is among the top 15 OECD countries in the Programme for International Student Assessment (PISA) results.
* Turkey is the only OECD country that increased the average in the three PISA areas: reading and writing skills, mathematics skills, and science skills.
* Earthquake resistance measures led to the development of approximately 750 thousand classrooms since 2002, including adding 500 thousand new classrooms.
* Teachers in public schools are subject to dress code regulations for civil servants and public employees.
* Vests were gifted to teachers following reminders regarding dress code compliance starting in 2023.
* A system monitors approximately 65 thousand schools using artificial intelligence for planning student/classroom numbers.
* Parental registration data is used to manage student distribution and teacher planning, leading to measures on registration addresses.
* Parental participation in the Week of Harmony reached 91 percent.
* Approximately 550 thousand Syrian students are in the country, with about 260 thousand having left schools.
* The Ministry published and distributed books concerning Turkic States organization.
Executive Summary
Full Take
The narrative balances demonstrable educational progress shown by PISA results with significant infrastructural and administrative challenges that require deeper scrutiny. The focus on national metrics, such as being the sole OECD nation improving core skills, serves to frame the educational system as a successful agent of change, which can potentially deflect attention from localized implementation issues or systemic inequalities experienced by specific student groups, such as Syrian students. The handling of infrastructure development demonstrates a large-scale capacity for physical change, yet the pace and equity of this growth require examining resource allocation independent of quantitative output.
The tension surrounding teacher dress codes highlights a conflict between administrative standardization and personal expression, compounded by anecdotal reports of controversial clothing choices involving social identity markers. The response—shifting from reactive enforcement to proactive provision (vests)—suggests an attempt to manage social friction through material solutions rather than purely disciplinary ones. This points toward a governance strategy that seeks order while navigating complex cultural sensitivities.
The discussion around mid-term breaks and the integration of new technologies like AI reveals a tension between mandated schedules, legal frameworks, and developmental goals. The difficulty in scheduling breaks suggests systemic constraints on flexibility, which impacts educational rhythm. Finally, the measures taken regarding private school pricing and textbook control suggest an ongoing struggle over market regulation versus pedagogical authority. These points suggest that while macro-level achievements are reported, the micro-level administration of fairness, cultural integration, and resource distribution remains highly contested spaces where underlying systemic priorities dictate outcomes for various stakeholder groups.
STEP 1 — DETECT SOURCE TYPE:
SKEPTICAL MODE
1. STEELMAN — The strongest narrative is that educational investment has led to measurable, upward progress in core skills within the OECD context, supported by significant physical infrastructure expansion. This narrative masks potential friction points in enforcing social and administrative policies regarding teacher conduct and resource distribution among diverse student populations.
2. PATTERN SCAN — Patterns detected: Distortion, Ambiguity
The language surrounding PISA results frames national success as an uncontested achievement, potentially obscuring the specific ways that improvements were achieved or where the benefits were distributed. The handling of complaints regarding private school fees and textbook sales uses regulatory enforcement as a primary tool, which masks underlying issues of market control versus educational autonomy.
3. ROOT CAUSE — The narrative is driven by the need to project stability and demonstrable success in an international context while managing internal political and social pressures related to identity, resource allocation, and administrative compliance. Assumptions suggest that measurable achievement equals equitable experience, which often breaks down when demographic or cultural factors are introduced.
4. IMPLICATIONS — This process implies that educational metrics can be used to establish legitimacy for policy actions, even when the lived experiences of specific groups (like teachers or minority students) reveal friction in implementation. The cost is the necessary negotiation between centralized control and decentralized reality.
5. BRIDGE QUESTIONS — If measurable skill gains are achieved but administrative compliance and equity remain contentious, what mechanisms are needed to link PISA performance directly to equitable resource distribution across different demographic groups? How can administrative measures effectively balance standardized regulation with cultural accommodation in the classroom environment? What is the accountability structure for decisions made regarding curriculum materials and school operations when dealing with sensitive social matters?
6. COUNTERSTRIKE SCAN — A coordinated influence campaign seeking to stabilize a narrative might focus on weaponizing the PISA success as an unassailable achievement, simultaneously framing administrative friction (like teacher clothing disputes or fee complaints) as mere logistical hurdles rather than substantive conflicts over equity or cultural respect. The actual content resists this by addressing specific, sensitive issues directly, suggesting that the pressure point is not the data itself, but the implementation of the rules in a diverse setting.