Comparison of Turkish and Latvian primary education systems

In this research, it was aimed to examine the basic education systems of Turkey and Latvia and make a comparison between the basic education systems of the two countries. This master's thesis consists of six chapters. In the first part, the introduction, the problem statement of the research, problem statement, sub-problems, purpose, importance, assumptions, limitations and definitions, in the second part, comparative education in the conceptual framework, the history of comparative education, the purpose of comparative education, the benefits of comparative education, in the third part, the method part of the research. The model of the research, the collection and analysis of data, information about Latvia and the Latvian basic education system in the fourth chapter, information about Turkey and the Turkish basic education system in the fifth chapter, and finally the comparison of the basic education systems of the two countries in the sixth chapter are discussed and based on this, the obtained results are discussed. A general evaluation was made with the information. Within the scope of the research, in addition to education, information about different areas such as population, cultural and political structures regarding Turkey and Latvia was also given, and the effects of these structures on the basic education of that country were also examined. This study was prepared using the document analysis method, which is one of the qualitative research methods. Within the scope of the research, many domestic and foreign documents related to the subject were examined. As a result of the examination, in line with the information obtained from the documents, the basic education systems of the two countries were compared within the discipline of comparative education system. As a result of the study, there are significant differences between the Turkish and Latvian basic education systems in issues such as teacher characteristics, a stable and qualified education structure, social services provided to students, equipment of schools, ideal number of students per teacher, support given by local administrations to education, unity of supervision in schools. It has been observed that .