An assessment on the preparation and implementation process of educational projects based on World Bank loans in Türkiye

In this research, The World Bank's intervention during preparation and implementation processes of of the Basic Education Project phase I (BEP-I), Phase II (BEP-II) and Secondary Education Project (SEP) funded by the World Bank (WB) and carried out by Ministry of National Education (MoNE) in Turkey were discussed on legal, financial, social, performance and reputational effects that used by the internal audit system of public administration and problems occured and the sub-dimensions of what caused these problems. In this study, "Descriptive survey model" was used, which allows to make situation analysis and reflects the facts as they are. Data were collected in two ways. At the first stage, all kinds of written sources containing information and documents related to the World Bank (WB) and educational documents published by the WB were obtained from the information in the book and the internet, and from the research related to the subject. Secondly, data were obtained by conducting face-to-face interviews with 51 participants who agreed to express their opinions, using interview forms consisting of semi-structured questions. The participants of this research are state personnel managers and teachers who take part in World Bank funded education projects and take an active part in decision-making and implementation processes, and experts employed within the scope of the project. In particular, not only the administrators and teachers who are public personnel, but also the opinions of experts recruited according to WB principles and procedures who participated in BEP-I, BEP-II and SEP projects were consulted to ensure objectivity. Based on the research findings, the following conclusions were reached: Projects with World Bank credits (BEP-I and BEP-II), increased access and quality of education by expanding primary education, renewal and development of the secondary education program with the SEP project, and in-service training for teachers. However, Taking the legislation of the WB as the basis instead of country laws and taking part in a team leader and experts working in the head office in the USA, which does not take into account the country conditions at every stage, from the project preparation process, preparation of the implementation plans, to the determination of the project goals and objectives, and according to the agreement all project works have to be carried out by this team leader's permission affected the work negatively. Due to this project management, due to the delay of the tender approvals, the school construction periods were prolonged, the curricula were not renewed on time, the purchase of educational materials was prolonged, and as a result, it was argued that problems arose between students, teachers, education administrators, MoNE and other relevant public institutions and education stakeholders. The recommendations developed according to the results of the research are as follows. The World Bank should adhere to the priorities, national standards and vision goals of the countries in the field of education and should aim to contribute instead of an intervention approach. Considering the Bank's international experience, the MoNE should prepare projects with its own teachers and experts. The WB's role in this process should remain at the technical advisory level. The World Bank's Turkey Office should be the final decision maker in the process of approving the projects and obtaining the operating permits, instead of the head office in the USA and the regional offices in other countries.