I AM HAPPY First of all, I would like to express my happiness for being volarization meetings of project that I have been supporting from the very beginning. I DO REMEMBER I do remember the very moment when the information about the acceptance of the project was conveyed to me. I remember how happy both the coordinator of the project Prof. Dr. Guclu YAVUZCAN and the active coworkers of the project, Dr. Abdullah TOGAY and Prof. Dr. Mahmut IZCILER when they shared the information with me.

We were very excited because it was the first time a Type B project was accepted at our faculty and university. Despite the fact that another Type B projects of Faculty of Economics and Administrative Sciences and Gazi Faculty of Education Faculty were accepted in the following year, our faculty has proud of being the first one. The fact that our project is in the first fifty of among all the projects accepted is another reason for being proud for our success. Despite the fact that another Type B projects of Faculty of Economics and Administrative Sciences and Gazi Faculty of Education Faculty were accepted in the following year, our faculty has proud of being the first one. The fact that our project is in the first fifty of among all the projects accepted is another reason for being proud for our success.

I APPRECIATE THE PROJECT I APPRECIATE THE PROJECT I appreciate the project for three reasons, The first reason is new perspectives of the Industrial Arts Education Faculty’s mission fit to the subject of the project.

Secondly, it provides to share scientific experience in Turkey, in terms of technology education with European partners. The third reason why I appreciate the project is that it will lead to new researches.

Both the Administration of the Faculty and the University will make use of the whole work concerning to the planning of the future. For this reason, I do appreciate this project very much since it will be the milestone which will lead to new horizons.

In Turkey, Industrial Arts Education Faculty is the only faculty which has worked within the scientific branch which has been called at different dates and locations, industrial arts education, education of work, technology education, design and technology education.

This situation gives us a great deal of responsibility. Imagine that the future of a branch of science is on the shoulders of only one faculty in the whole country. My belief to academy members’ studies is complete in such conscious.

On the contrary of claims that globalization reduce the gap between the developed and developing countries, unfortunately, this difference has still been continueing. For this reason, cirruculum of technology education shows difference from country to country.

Each country includes tehnologies developed in its own economy more extensively in the cirruculum of technology education. It has been observed that while agricultural technology comes to the fore in one country, electric-electronic technology, textile or food technology may come firstly in other countries.

So, when the realities and needs of country are taken into consideration, differences of technology education and its practices among countries is an inevitable necessity. However, while technology education is being shapened in a country, common basis and tendency of technology all over the world should also be considered necessarily. Otherwise; there will be important problems on the point of universality of technology.

Meeting international and local needs and conducting well-known and comparable cirruculum internationally must be common aims of all countries. There are two basic functions of technology education. education.

As one of major components of general education, technology education that has multi-disciplined costruction does not give any vocational education related to the specific technology branch or vocational area. And it is a way from general education to the vocational-technical education introducing vocational expertise areas and providing related to the specific technology branch or vocational area. And it is a way from general education to the vocational-technical education introducing vocational expertise areas and providing teenagers’ abilities by their concepts to determine. teenagers’ abilities by their concepts to determine.

The second function of technology education is to raise generations who can make use of technology. This function does not aim raising an expert within a sub-expertise area of technology. This function means the recognition of technology which gradually enters every single part of life to the and every graduateds of primary schools and using of technology by them.

I WOULD LIKE TO ATTRACT YOUR ATTENTION HERE At this point of my speech I would like to point out a mistake made often by the people who work with technology education. This mistake is confusing technology education and introduction to the technology course with each other.

Wheras technology education is a branch of science as a part of general education, introduction to the technology course is the primary course of vocational–technical education. I am underlining that this is not a branch of science but a course.

To confuse or make these two subjects closer to each other would lead to the disappearance of technology education as a branch of science. As the dean of the faculty which is the only representative of technology education as a science in Turkey, I would like to the attract the attention of the precious delegation on this point.

I WOULD LIKE TO THANK YOU I would like to give my thanks and gratitude to the Department of Industrial Technology Education, to the coordinator of the project, Prof. Dr. Güclü YAVUZCAN, and to the valuable Project participants from Republic of Chzech, Germany, Greece, Spain, Italy and Bulgaria and to Prof. Dr. Kadri YAMAC, our rector who has given his endless support to the project, and to everybody else participated in volarization meetings.