Evaluation of phyisical venues of Anatolian High Schools in terms of Ministry of National Education educational buildings minimum design standards (The sample of Gaziantep)

The aim of this research is to evaluate the physical environment of Anatolian high school buildings in terms of Ministry of Education Educational Buildings Minimum Design Standards in Gaziantep, Şahinbey and Şehitkamil districts. Depending on this overall aim, it has been aimed to assess the appropriateness of the Anatolian high school buildings and architectural projects according to "Ministry of National Education Educational Buildings Minimum Design Standards Guide", to determine whether the schools are in accordance with the purpose of construction and to determine the views of stakeholders (principals, teachers, students and parents) related to physical spaces in schools. In this study, from qualitative research methods, case study which is commonly used in social and educational sciences has been selected to work. As a research topic, 4 different types of Anatolian high schools which are constructed according to 4 different samples of architectural projects and these projects have been selected. These projects include 16 classrooms, 24 classrooms, 32 classrooms and 40 classrooms are the type of high school project. The schools are chosen from the ones which are constructed according to these sample projects. The stakeholders as participants of the study are comprised of administrators, teachers, students and parents from each school. The data of the study were obtained through document review, observations and interviews as qualitative research techniques. In the study, schools' projects are reached as document. The obtained projects and the school buildings were assessed according to observation form which is prepared according to "Ministry of National Education Educational Buildings Minimum Design Standards Guide" and includes 490 items. To achieve an integrated research and to make generalization a semi-structured interview form was created for stakeholders in schools. As participants in the study, at least 3 administrator, 10 teachers, 50 students from each schools' 10th and 11th grade classes and 2 parents from the Parent-Teacher Association members were selected from each school. Moreover, data for the physical spaces of schools were obtained through participatory observation and the data were supported by photographs. Research projects are evaluated primarily on the analysis process. AutoCAD has been used in the evaluation of projects and expert assistance has been taken in the process. In the observation form, there are "suitable / partly suitable / unsuitable / No" options. Observation form is filled by taking the help of experts in the school buildings. The results are given in the table and by specifying colors to facilitate detection. In reaching a general judgment about the physical venues, where all items were marked suitable, "suitable" option; where one or two substances are marked as not suitable "partly suitable" option; where three and more substances are marked as not suitable "unsuitable" option; for no spaces in school buildings or on school projects "no" option were marked. In the study, while analysing the schools' stakeholders views, descriptive analysis method was used. Accordingly, assuming each question a theme, the obtained data were recorded on the word document and summarized with its frequency levels. The obtained expressions were supplied with frequency values on the tables. Some depictions of school buildings in the imaginary of the stakeholders were given directly. According to the findings of the research, it has been revealed that all of the projects have some aspects that are not appropriate to the standards. Therefore the schools under the scope of research are not fully appropriate to the standards, too. Although mescit, parent meeting room, staff toilet and system room have been stated in the guide, they have been observed not to be designed in the projects. On the other hand, though infirmary and inspection areas have not been mentioned in the guide, they are designed in the school projects. Hence it has been revealed that there are differences between the projects and the guide. At schools the applications of school administrators has been shown to make difference despite the same delivery conditions of school buildings. Thus the role of school administrators has proved to be great at minimizing the physical barriers at schools. In terms of school stakeholders, the biggest shortcoming in school buildings are social and sports areas, and also it has been revealed that the canteen and cafeteria areas should be greater. In secondary education institutions while developing school projects, the reference point should be how physical spaces can contribute to the development of students. Some suggestions in this regard have been developed. Key Words: Ministry of National Education Educational Buildings Minimum Design Standards Guide, Physical venues of schools, Anatolian high school buildings.