Comparative Analysis of OCR Solutions for Handwritten Text Extraction: Evaluating the Efficacy of Google Cloud Vision Document AI and Tesseract

Elections are considered one of the important pillars of the formation of political structure in democratic systems. This article seeks to investigate election strategies in the higher-level documents of the Islamic Republic of Iran. In this research, documentary method has been used. The study population in this research is the Vision Document of the Islamic Republic of Iran in the 2025 horizon, the Fifth and Sixth Development Plans, the Constitution, and the policies communicated by the Supreme Leader. In this research, critical discourse analysis has been used to analyze the data. The results of the research showed that elections have a special place in the higher-level documents. The higher-level documents revealed some of the existing harms in holding elections in the country.

This study examines and designs a theoretical model for sexual education within the educational system of the Islamic Republic of Iran. The primary goal is to create a coherent framework for sexual education that, while maintaining Islamic principles, responds to the social and cultural needs of the society. The research methodology is based on the prevailing paradigms in the field of educational studies. In the first phase, a content analysis of key policy documents, including the "Fundamental Transformation Document of Education," the "National Document," and the "20-Year Vision Document," was conducted. To assess the current status of the sexual education curriculum, synthesis research and content analysis of documents were utilized. Data were collected from national databases, and the reliability of coding was examined using Cohen’s Kappa coefficient formula. The document analysis results indicate the necessity for designing a comprehensive model for sexual education, which includes components such as familiarity with puberty, reinforcement of sexual identity, and life skills education. Additionally, the findings revealed that many of the current educational programs do not adequately meet students' real needs. The proposed model can serve as an effective framework for improving sexual education in Iran's educational system. The implementation of this model requires collaboration between educational institutions, families, and the community to achieve educational objectives.

The research aims to determine the views of administrators and teachers about the 2023 Vision Document (VD). The study was carried out with the phenomenology design. The sample of the research consists of a total of eight teachers and education administrators in different disciplines working at the Ministry of National Education in Şanlıurfa Siverek district in the 2020-2021 academic year. The study group of the research was determined by criterion sampling. The data of the study were collected through a semi-structured interview consisting of 13 questions and analyzed using descriptive analysis. The results of the analysis are reported under eleven headings. That is, VD has objectives that take culture, people, and universal values into account, target the all-round development of students, give importance to vocational education, include process evaluations that can measure different skills, and improve the personal rights of education employees. VD aims to increase the professional development of employees, solve infrastructure problems and reduce regional disparities, ensure equality of opportunity in education, create a common database among institutions, and develop and effectively use data sources. VD supports students with special needs and encourages compulsory education in schools. It is based on early education and lifelong learning. Since the current conditions and possibilities were not taken into consideration, it does not seem possible to implement the VD in the planned timeframe. This study can be a guide for stakeholders and researchers who are interested in the 2023 Education Vision and wonder how much of the VD is implemented or known. This research can inform future reforms.

Bu çalışma, Millî Eğitim Bakanlığı’nın hazırlamış olduğu ve 23 Ekim 2018 tarihinde kamuoyuna sunulan, 2023 Eğitim Vizyonu Belgesi bağlamında 2018 Coğrafya Dersi Öğretim Programı’nın (CDÖP) değerlendirilmesini amaçlamaktadır. 2023 Eğitim Vizyonu Belgesinde “ İçerik ve Uygulama ” başlığı altında öğretim programları, ders içerikleri, derslerde öğrencilere kazandırılması beklenen beceriler ve değerler ile ilgili ilkelere yer verilmiştir. Belirtilen temel ilkeler ve yaklaşım çerçevesinde coğrafya derslerinin önemi ve gerekliliği, öğretim programlarındaki değişimler ve güncel CDÖP ile vizyon belgesinde belirtilen ilkeler arasındaki uyum ve tutarsızlıklar, bu çalışmada ele alınan temel konuları oluşturmaktadır. Özellikle 2018 CDÖP’nin genel yapısı ve öğeleri (hedef- kazanım, kapsam-içerik, öğretme-öğrenme durumları ve ölçme değerlendirme) ve bu özeliklerin vizyon belgesinde yer alan temel ilkelerle örtüşme durumu literatür ve ilgili dokümanlara dayalı olarak tartışılmıştır. Ayrıca, Avrupa ve Türkiye yetkinlikler çerçevesinde ortaya konulan standartlar da göz önüne alınarak 2018 CDÖP’nin tüm boyutlarına yönelik eleştirel değerlendirmelere yer verilmiştir. Çalışma sonunda vizyon belgesi ve farklı ülkelerdeki uygulamalardan hareketle öğretim programına yönelik öneriler sunulmuştur.

Amaç: Bu araştırmanın amacı okul psikolojik danışmanlarının, “2023 Eğitim Vizyon Belgesi” ve içinde yer alan rehberlik ve psikolojik danışma alan politikaları hakkındaki görüşlerinin incelenmesidir. Yöntem: Araştırmada nitel araştırma modelinin olgubilim/fenomenoloji deseni kullanılmıştır. Araştırmanın çalışma grubunu 2020-2021 eğitim-öğretim yılında İstanbul ilinin Ataşehir, Ümraniye, Üsküdar, Sancaktepe, Sarıyer ve Başakşehir ilçelerinde Millî Eğitim Bakanlığına bağlı okullarda görev yapmakta olan ve farklı görev sürelerine sahip 12 okul psikolojik danışmanı oluşturmaktadır. Yapılan görüşmeler kayıt altına alınmış ve içerik analizi yapılmıştır. Elde edilen bulgular belirlenen amaçlar doğrultusunda analiz edilmiştir. Açık kodlama ile belirlenen kodlar bir araya getirilerek alt temalar elde edilmiştir. Daha sonra elde edilen alt temaların gruplandırılması ile üst düzey soyutlama gerçekleştirilmiş ve ana eksen kodlar geliştirilmiştir. Eksen kodlar içinden merkezî ağırlığı bulunan temel kod etrafında ilgili alt kategorilerin bir araya getirilmesi ile oluşturulan seçici kodlama yapılmıştır. Yapılan görüşmeler sonucunda 2023 Eğitim Vizyonu kavramı etrafında 15 alt tema belirlenmiştir. Bulgular: 2023 Eğitim Vizyonu kavramı etrafında “vizyon, rehberlik, rehber öğretmen, ölçme araçları, mesleki ve teknik rehberlik, uygulanabilirlik, PDR hizmeti, RAM, mesleki gelişim, sınıf rehber öğretmenliği, YÖK işbirliği, özel yetenek, toplum hizmeti, kaynaştırma ve kaynaştırma modeli” alt temaları oluşturulmuştur. Araştırma verilerinden okul psikolojik danışmanlarının vizyon belgesini olumlu değerlendirdiği, vizyon belgesinin uygulanabilirliğine ilişkin bazı tereddütlerinin bulunduğu, bu tereddütleri gidermenin yolu olarak ise uygulanan her aşamadan sonra raporlamanın yapılması gerektiği sonucuna ulaşılmıştır. Özgünlük: Okullarda görev yapan psikolojik danışmanların 2023 Eğitim Vizyonu rehberlik ve psikolojik danışmanlık politikalarının işlevselliği ve niteliği ile ilgili görüşlerinin eğitimdeki işbirliğinin önemli bir parçası olduğu bir düşünülmektedir. Bu araştırma eğitimde ulaşılmak istenen hedeflerin rehberlik ve psikolojik danışmanlık alanında gerçekleştirilmesinin ne kadar mümkün olduğunun ortaya konması açısından önemlidir.

This study aims to evaluate the systems of transition to secondary education that have been practiced in Turkey to place students to secondary education institutions and to put forth to what degree these systems conform with the goals in Ministry of National Education (MoNE) 2023 Vision Document. In the study, the lessons in the systems of transition to secondary education that have been in practice so far are assessed with regard to distribution of questions, weight coefficients, the factors used in exam practices and evaluations, the grade levels of exams and years. The study employs the method of document analysis, which is a qualitative method. The data obtained were analyzed through content analysis. It was found out that though there is not a difference in the total number of questions in the transition to secondary education examinations through the years, the number of lessons that the students are responsible for increased. The numbers of questions in the Math, Science and Turkish lessons have reduced in the recent years, but their weight coefficients are still higher. The students were subjected to relative evaluation system except for the examinations of Transition from Primary to Secondary Education (TEOG). All the examinations were carried out at eighth grade Except for Placement Test (SBS). MoNE have reduced the number of questions in Social Studies lesson as well as its weight coefficient in evaluation system. MoNE included English lesson in the last three central transition systems and Education of Religion and Ethics lesson in the last two central transition systems. The questions of these two lessons were based on interpretation. This shows that MoNE tends to develop higher order thinking skills rather than knowledge level in the transition examinations. In the Entrance to High Schools Examination, put into practice in 2018 by MoNE, the obligation to participation to central examinations was abolished. The results of the study reveal that MoNE tries to increase content validity through holding students responsible for more lessons in the systems of transition to secondary education.

Developed countries in the world are introducing new reforms, especially in education, integrated with the 21st-century skills that many organizations have announced. In line with these goals, one of the targets set by the Ministry of National Education in our country with the 2023 Vision Document is design skill workshops. The aim of this study is to determine the criteria for establishing the Design and Skill Workshops targeted with the 2023 Vision Document in primary and secondary schools and to present a scientific study on how to create them in schools with application examples. The first stage of the study is the type of descriptive analysis. The criteria of the two workshops determined in the first stage were determined by expert opinions and the workshops were tried to be established in the school determined within the framework of these criteria. In order to achieve these aims of the research, quantitative and qualitative data were collected and analyzed. The qualitative data obtained in the research were used to explain the quantitative data and to ensure internal consistency. For this reason, "exploratory sequential design", one of the mixed research methods, was used in the research. For this reason, after the establishment of two sample workshops in Stage 2, the knowledge and skills of the students who received training from this workshop were analyzed with post-application self-evaluation forms, and the letters containing their feelings and thoughts about the workshops were analyzed with the Maxqda 2020 program. Thus, the results about the effectiveness of the workshop establishment criteria in gaining skills were revealed and evaluated. According to the findings obtained in the workshop studies; It has been seen that the students enjoy the workshops, improve their self-confidence, and contribute to the development of psychomotor, cognitive, affective and language skills. It has been seen that design and skill workshops have important contributions to students' acquisition of targeted 21st-century skills. It has been seen that the targeted gains in the modular programs developed in the workshops are gained by the students and reveal their existing skills of the students. The criteria of the workshop, which is planned to be opened according to the possibilities, should be determined by considering the interests, wishes and abilities of the students in schools, and workshops should be established in parallel with this criterion and carried out by teachers who are experts in their fields.

ABSTRACT In 2018 the Turkish Ministry of Education published a new vision document describing system changes over the next few years. This study describes factors common to the 1968 primary education curriculum and the new 2023 Education Vision Document as well as gathering the opinions of retired primary school teachers who implemented the 1968 curriculum for a long time. The study used a qualitative case study design and data documents and interviews were subjected to content analysis. The results indicated that there is considerable common ground between the 1968 curriculum and the 2023 Vision document. The teachers interviewed were of the opinion that the process control model of education, which grants teachers autonomy over the curriculum, should be implemented nationwide. To harmonise educational theories and policies from other countries with the Turkish context, it would be better to get insight from reforms on policies that have been successful in the past.

This study was carried out in order to determine the applicability of the 2023 Education Vision in institutions affiliated to the Ministry of National Education from the perspective of education administrators and teachers. Our research population consists of school administrators and teachers in Kahramanmaraş Province. In this study, which is made by taking samples from the universe, the case consists of 403 participants among the total participants who fill the questionnaire form completely. h data were obtained by benefiting from the attitudes and opinions of school administrators and teachers regarding the 2023 education vision. The positive and negative aspects of the system were investigated in the context of the 2023 Education Vision. The positive and negative aspects of the system were investigated in the context of the 2023 Education Vision. As a result of the analysis, it was determined that teachers and administrators were mostly aware of the objectives of the 2023 Education Vision Document but were not invited to any meeting before the vision document was announced. It was determined that factors such as gender, age, marital status, working environment and places of residence do not affect teachers' opinions about the 2023 Education Vision. On the other hand, it has been found that teachers with a high socioeconomic level have higher beliefs in Education Vision than others.

The aim of the research is to analyze the philosophy of 2023 Education Vision Document of the Ministry of National Education in line with the opinions of educators. The research was carried out on principals and teachers working in different educational institutions (preschool, primary, secondary and high school) in a province in the Western Black Sea Region. It was regarded to include participants from various educational levels in the research. SMART Goals technique was used to form the semi-structured interview form questions used in the research.Thus; 2023 Education The vision philosophy was analyzed based on the opinions of the participants in specific, measurable, attainable, relevant, realistic and time-dependent aspects. According to the educators, some of the positive statements of the 2023 Education Vision Document of the Ministry of National Education are as follows: It adapts a human-centered understanding, emphasizes the subject of knowledge and being, supports the philosophy of an education system that will develop the individual in terms of body, soul and mind. According to the educators, some of the issues missing from the 2023 Education Vision Document of the Ministry of National Education are as follows: the boundaries of the vision document were not clearly drawn, problems were expressed but the solution was not mentioned, how, where and how to make the mentioned thoughts were not stated and it is based mainly on abstract concepts.

Board Approves Action Items on Maintenance of Certification

This research aimed to present the effect of the activities conducted within the context of the 2023 Education Vision Document on the perceived teacher image by determining teachers’ perceptions in regards to the teacher image existing in today’s society. The qualitative research was conducted with the phenomenology design. The research group was composed of teachers (n=57) who completed a non-thesis master’s degree program in the field of Classroom Teaching at Amasya University, Institute of Social Sciences during 2016-2018 academic years. The research data were obtained from teachers’ written statements provided for the open-ended questions in the question form developed by the researcher. Content analysis method was used in the analysis of the collected data. While the participating teachers generally emphasized the sanctity of the teaching profession in their answers, they also stated that the perceived image of the teaching profession in today’s society was basically negative. The variables affecting the perception of the teaching profession in society were classified under the following themes: sociological changes, local practices, employee rights, policy makers, media, parents, students, teachers, teacher training and qualification of prospective teachers. Teachers’ suggestions to contribute to the image of the teaching profession were gathered under the themes of teacher motivation, teacher training, employee rights, media, innovative practices and training support for teachers. In the context of the obtained data, it can be argued that some of the actions have been put forward so far in regards to 2023 Education Vision Document, and the practices expected to be implemented in the near future will positively contribute to the perceived image of the teaching profession in society. Keywords: teacher image, teacher’ image perceptions, 2023 education vision document

One of the greatest goals of the 21st century is the acquisition of high-level skills through the STEM course designs to provide skill-assisted transformation in learning processes. The purpose of this research; The aim of this course is to examine the views of teachers about STEM course designs supported by traditional Turkish games adapted to primary school social studies course. Each teacher who participated in the research was able to videotape all his practices and fill out the observation forms. Through the obtained data, it was shared with the teachers whether the achievements of the course were realized or not. After these practices, the opinions of the teachers towards the research were obtained through a semi-structured interview form. Descriptive analysis technique was applied on the collected data. According to the findings obtained at the end of the study, it was stated by the participants that their students developed a significant sense in cognitive, affective and psychomotor aspects. Keywords: Design, Senior Skill, 2023 Vision Document, Traditional Games, Game Based Learning;

Bu çalışmada, Atatürk tarafından John Dewey’ye hazırlatılan “Türkiye Maarifi Hakkında Rapor” ile Milli Eğitim Bakanlığı tarafından hazırlanan “2023 Eğitim Vizyonu Belgesi” arasında kullanılan kavramlar açısından benzerlikler ve farklılıklar nitel araştırmanın belge analizi tekniğiyle incelenmiştir. Araştırmacılar belgeleri inceledikten ve ilgili kavramlardan temalara ulaştıktan sonra ana başlıklara ulaşmıştır. Araştırmanın bulgularına göre öğreneni merkeze alan öğrenci odaklı bir yaklaşım, yaparak ve yaşayarak öğrenme ve öğretmen yetiştirme her iki belgenin ortak temaları olarak ortaya çıkmıştır. Dewey’nin raporunda temel eğitim ve eğitimin o yöreye özgü niteliklere sahip olması önemsenmiştir. MEB 2023 Eğitim Vizyonu Belgesi’nde ise teknoloji ve eğitim arasında bağ kurulmuş ve okul yöneticiliğinin meslekleşmesi ön plana çıkmıştır. Bununla birlikte, köy enstitülerinin kurulmasının Dewey’in raporunun en önemli sonucu olduğu düşünülmektedir

The Future of Education in Turkey’s 2023 Educational Vision Document: Views of Academicians in the Faculty of Education

هدف اصلی این مطالعه بررسی روند شاخص‌های پایداری انرژی در دو دوره 5ساله نخست سند چشم انداز20‌ساله ایران (سال‌های 1384 تا 1388و1389 تا 1393) است. برای بررسی پایداری سیستم انرژی از شاخص‌ ترکیبی توسعه پایدار انرژی استفاده شده است. ابعاد لحاظ‌شده در این پژوهش شامل ابعاد فنی، اقتصادی، اجتماعی، زیست‌محیطی و نهادی است. پس از محاسبه پایداری هرکدام از ابعاد، بر اساس روش محاسبه، شاخص توسعه انسانی پایداری به‌دست‌آمده، نرمال‌سازی شد، سپس شاخص ترکیبی توسعه پایدار انرژی که میانگین پنج بعد است برای هر سال محاسبه شد. نتایج به‌دست‌آمده نشان می‌دهد ابعاد فنی، اقتصادی و اجتماعی در دوره 5‌ساله نخست نرخ پایداری مثبت داشته‌اند، اما در دوره دوم برخلاف بعد فنی و اقتصادی که نرخ پایداری آن‌ها افزایش اندکی داشته است، بعد اجتماعی کاهش نرخ پایداری را تجربه کرده است. بعد زیست‌محیطی و نهادی و همچنین شاخص ترکیبی توسعه پایدار انرژی در دوره نخست نرخ پایداری منفی داشته‌اند. نرخ پایداری شاخص ترکیبی توسعه پایدار انرژی در دوره 5‌ساله دوم مثبت، اما ناچیز شده و در مسیر پایداری گام برداشته است. نرخ پایداری بعد زیست‌محیطی در دوره دوم با بهبود اندکی همچنان منفی باقی مانده است و بر خلاف آن بعد نهادی ناپایدارتر شده است. طبقه‌بندی : O13, Q01, E66

Abstract According to Organization for Economic Cooperation and Development (OECD), 3 main features of the new international space environment are driving innovation in the sector: in the first place, the strong development in the downstream space applications, which, for its size, can be described as a real revolution; second, the strong commitment of new corporate players across a wide range of industries in space-related activities. Finally, the role of governments, which are still the predominant actors both as funders of science and long-term R&D, and as customers for important space services: national security, societal applications, access to space, and human spaceflight. After a description of these phenomena at international level, we discuss about the changing role of the public sector in Italy. A Steering Committee for Space (Cabina di Regia), which was set up at the Italian Presidency of the Council of Ministers, and the new Strategic Vision Document (2016–2025) of the Italian Space Agency express a paradigm shift that we register also in Italy. A significant focus on the growth of the space economy and the setup of new public–private partnerships are among the main news. A new law reorganizes the national space sector and institutionalizes the positive experience of the mentioned Cabina di Regia.

Payment systems in India have undergone rapid changes during the past few years. The Vision Document on Payment Systems released by the Reserve Bank of India states several measures for building a ‘less cash’ society. The adoptions of mobile and card payment systems are two key components of this initiative. This paper presents an overview of a transformational project initiated recently by the National Payments Corporation of India (NPCI). This article aims to empower the bank customer to ‘send’ and ‘collect’ money in real time with just an e-mail, like a financial address, both for person-to-person (P2P) payments and Business to Consumer (B2C) Collect. This paper also includes the comparison study of different UPI Apps.

Payment systems in India have undergone rapid changes during the past few years. The Vision Document on Payment Systems released by the Reserve Bank of India states several measures for building a ‘less cash’ society. The adoptions of mobile and card payment systems are two key components of this initiative. This paper presents an overview of a transformational project initiated recently by the National Payments Corporation of India (NPCI). This project aims to empower the bank customer to ‘send’ and ‘collect’ money in real time with just an e-mail, like a financial address, both for personto- person (P2P) payments and Business to Consumer (B2C) Collect.