Digital-magazine_1

Project
"Besteachers, Bestudents"

Education systems
in
Turkey, Romania,
Bulgaria, Spain and Poland
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EDUCATIONAL SYSTEM IN
BULGARIA
Education in Bulgaria is compulsory until
16 years.
The first stage of educational system is the kindergarten. The children can
start studying in the kindergarten from 3 years. The last year in the kindergarten is
compulsory. The children finish kindergarten with certificate.
The primary school is from 1 st to 4 th grade. The students start it when
they are 7 years old. It is allowed to start from 6 years old with parents’ decision.
The students finish the primary school with final’s exams and certificates.
The secondary school is from 5 th to 7 th grade. The students finish it with
final’s exams and certificates.
After the secondary school the students can choose between vocational
and general high school. The first two years are compulsory. After these two years
students receive certificates and they can work but they are not able to continue
their education in universities. The second part of the high school is not
compulsory. The students study chiefly profile or professional subject. After the
12 th grade the students have national final exams /matura/. Two exams are
compulsory /Bulgarian language and one subject by student’s choose/. The
students can pass additional exams by their choice. After passing national final
exams the students graduate with diploma and they can work or continue their
education in universities.
The university students can study in different educational labels:
Professional bachelor – 3 years after high school
Bachelor – 4 years after high school
Master – 5 years after high school; 1 year after bachelor; 2
years after professional bachelor
PhD – 3 years after master
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School’s year in Bulgaria.
Starts on 15th September
Is consisted two terms
The first term is 18 weeks for all the students
The second term is different for different grades
13 weeks until 24th May about 1 grade
14 weeks until 31st May about 2-4 grades
16 weeks until 15th June about 5 – 7 grades
18 weeks until 30th June about 8-11 grades
13 weeks until 15th May about 12 grade
Marks in Bulgarian schools:
Poor 2
Average 3
Good 4
Very good 5
Excellent 6
Special school’s days in Bulgaria:
24 th May – Day of Cyrillic alphabet
1 st November – Day of the National
leaders
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Education: Where to?
It is difficult to make a real diagnosis of what does not go well in education because most people
who work in the system are so overwhelmed and tired by the multitude of requirements on a
hierarchical line (many times found in opposition), completed by the students and parents’
expectations so that they do not want to tell the truth. It is difficult to maintain our intellectual
courage, authentic caring and assertiveness.
Over the last few years, I have continually wanted to be able to maintain my wisdom of educating
free spirits, on the principle of value, making my way through controversial laws and confused
minds. This is how I have imagined first-class education. I remembered what hurt me in my school
days and I tried not to make the same mistakes. There were moments when I felt furious and
moments when I found myself helpless. Every single time, I regained my tranquility and my
strength with the help of the children around me. I have always asked them the questions that
troubled me and found the true answers. I have also found, most of the times, the simplest solutions
to our school’s problems. Parents are our partners in education, but these days disconcert them,
too. All the children know, and do not doubt, that they must learn because this is what every parent
expects from them. Only in highschool, when they have exams to take, they became truly aware of
the necessity of learning. There are rare cases when children learn for pleasure. And this is one of
the reasons why school must become more attractive!!! Those parents who want their children to
study all the time want a social status and also to fulfill their own once shattered dreams through
their child’s performance. Their fortune is that this is possible if they have a capable and
understanding child and the luck of that child is that, maybe, he has the chance of having an
appropriate learning environment. The grandmother who wants her granddaughter ”better” is a
classic image. She wanted the best for the little girl, but somewhere she exaggerated (she hurried
and erroneously appreciated her granddaughter’s value and capacities) and created an immense
confusion in the mind and the soul of the little one. Excessive competitivity can be extremely
dangerous.
What is the ideal school like in the eyes of the students? We all know that the ideal school cannot
exist. The idea of constraints in a system in which you are ”forced” to participate without being
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able to change something is upsetting from the start. Too many rules, too much seriousness, and a
future that is uncertain anyway, the children say. ”Students should study only the subjects that
present an interest to them, specific to their own chosen profile. All the others should support and
improve their general knowledge,” says Adriana Aldea, a Mircea Eliade Highschool student. ”For
me, the ideal school would be four days a week for classes and the fifth would be for the
development of skills,” says Denisa Boricean. ”Considering that the subject matter is very dense,
it would be a good idea to be taught only the key concepts in order to fix the information and the
less important/useful details should be optional or eliminated,” says Florentina Ionescu. ”The
perfect school should have more attractive activities and lessons, friendly teachers, and less
homework. We should learn things that are more necessary for life, that prepare us for life, more
than Mathematics or French, things like self-development, manners, or cultural and principle
differences,” said Cristina Ciulei. ”What we can do is to dream... and to quest... . I imagine a school
where learning would be easier, where we would be more relaxed. So, the idea of an oudoor school
wouldn’t hurt. Lessons would take place out in the open, in a garden with trees or in an orchard.
Thus, the students would learn to cherish and protect the environment. They could grow vegetables
and then learn how to put them into value. In my opinion, the emphasis should be put more on the
encouragement of thought and creativity and not so much on memorisation. How can we do this?
It is the job of the teachers! Some games and exercises that develop our creativity would be a great
idea as I am sure we will understand much more what we are taught,” wrote Darius Badiu.
Aren’t we actually trying to solve these aspects through projects in which students and teachers
in search for the ideal school become aquainted with other educational systems, other teachers and
students?
A. WHAT DO WE HAVE?
THE ROMANIAN EDUCATIONAL SYSTEM
Education in Romania
The last reform in education 2011
Curriculum framework
National curriculum: 7 Curricular areas: Language and Communication, Mathematics and Science,
People and Society, Arts, Physical Education, Technologies, Counselling and Guidance
Core curriculum
School –based curriculum (electives)
School educational offer: extracurricular activities and special education for students
Class size, school year and timetable: class size – depends on the educational level: 15-20,25,30
School year: 34-36 weeks, starting date: September 15, ending date: June 15
Timetable: 50 minute classes – 10 minute breaks, morning or afternoon classes
Priorities of the education policy:
Equal and improved access to education
High educational standards and training for a knowledge-based society
Decentralizing of the education system
Turning education into a basic tool in the modernisation process of Romania
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Envisaging the investment in human resources as the most profitable long-term investment
Improvement of rural education
Combining excellence and general education in an efficient way
IT contribution to education
Enhancing the European dimension of lifelong learning education
County School Inspectorates:
To monitor the organization and operation of the preuniversity education network and to inspect
schools
To ensure compliance with the law in the organization, management and provision of education
To set up public education units – kindergartens, primary and secondary schools, arts and trades
schools
To propose to the Ministry of Education the local school network under their jurisdiction and the
student enrolment plan
School inspection – WHY?
To support schools and teaching staff to improve education and training activities
To support a quality evaluation of the educational offer and the school performances of the students
– at local, county and national level – by providind accurate information to the decision makers
through the inspection reports
Priorities of the Education Reform:
Ensuring access to and improving the quality of education for everyone
Curriculum based on key competences
Rural area
Disadvantaged groups
Developing human resources for the knowledge society
The e-learning initiative
Reform of compulsory education
Development the lifelong learning system according to EU standards
B) WHAT DO WE NEED?
THE QUESTIONS OF SOME FOREVER WONDERING TEACHERS
How do we get to genuinely care about the quality of education? What does a good quality
education exactly mean? What can we do starting today?
I, just like many of my colleagues, have been trying for years to understand what quality means
and, because we truly care, we have been trying to open the path to knowledge to our students, to
make them curious, to help them experiment and express themselves, to express joy and ask for
help without hesitation. For me, grades do not really matter. I’d rather not waste my time on
grading. Success in life and day by day behavior are for me the real grades of a good quality
education.
It remains to be seen, by meeting other teachers from different corners of the world in
educational projects, how we can make formal, institutionalized education work better.
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C) POSSIBLE SOLUTIONS
TEN BASIC HUMAN NEEDS EDUCATION SHOULD CONSIDER (SOLOMON MARCUS)
We have the Ten Commandments. In complementarity with them, researcher Solomon Marcus
proposes a study that has been inspired by the ten human needs. They are rooted in childhood but
they should have been the subject of education and learning at all ages. We shall try to analyse and
adapt them to the system.
1. The need to give life a meaning: to be glad that we exchanged a smile with a child passing
by. From this viewpoint, the teacher should be the happiest worker because he has not just
one, but many children in front of him and he should absorb some of their innocence and
joy of living. To absorb and to give further: joy, knowledge, and a way of living.
2. The need of freshening: As we daily care to refresh our body through rest, through
movement, we also need a freshening of our mind, our senses, and our soul. Let’s wake up
every morning capable of freshly glancing over the world, available for a new beginning.
How many times hasn’t the teacher felt constraint by his own routine, day by day, year by
year, teaching the same subject, using perhaps many old or new methods which tens of
formative courses have inoculated or established as modern, active? All these, without
being adapted to the age group, context or communication and working situation can be
tiring, not only for the teacher but mostly for the student who feels the reserve and the
routine of the educator.
3. The need to question. Too many times, the school, instead of maintaining and developing
this need, it annihilates it. But if we don’t maintain the state of inquisitiveness, wonder,
aspiring to understand the world, not just to record it, then we cannot build for us the
capacity of problem solving, identifying the unsolved issues; also we cannot grasp the
magnitude and nature of our ignorance. The teacher should not be afraid of the unknown,
of the lessons’s interruption, with more or less successful questions, whether he has answers
or not. He can admit his limitations, he can stop teaching the lesson even if this is neither
comfortable nor efficient. In the long run, the child/ youngster has only to win. Not just
knowledge, but also a way of life, a way of solving/finding solutions, a way of thinking.
4. The need to doubt and suspect. In education and learning, it is advisable to adopt the
presumption of suspicion. We are born criticizing; the newly-born is crying criticizing of
discontent. Let us look with interest, but with suspicion anything delivered to us from the
teacher’s desk, from a tribune, from the internet, from books, any kind of publications, just
as a policeman looking for the perpetrator of a murder suspects everything. Educators,
teachers should be the first to recomnend, to stimulate this attitude to their students, to tell
them this: “the clearest sign of respect you could show me is to pay attention to me, but
don’t accept anything I tell you before your critical spirit assures you the truth and the
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interest of my words; if you don’t understand me, don’t let me move on to the next chapter,
asking me to be more clearly, and if you think I’m wrong, show your dissapproval with
arguments.” A similar attitude ought to be adopted towards the printed letter in the
handbooks, or in any other place. The man at the teacher’s desk should not pose as a knowit-all;
it is normal sometimes to tell those he trains: “I don’t know”, “I don’t understand it
either”, and when someone in the class corrects one of his oversights, mistakes, he should
thank them for their attention.
5. The need for mistakes and failure. Taking into account the inevitability of failure, it is
essential to educate the resistance to it and understanding the fact that failure is normal;
moreover, a failure always gives you something to learn.
6. The need to play. But all this search to which we refer, what else is but learning, discovery,
invention, therefore play? Our need to understand the world, to understand ourselves. A
search that needs to value all previously discussed human needs, but also those that follow.
So, it would be a good idea to begin our search and our educational effort from a ludic
premise.
7. The need of identity. We are born taking an entire genetical heritage from our parents and
through them, from our grandparents, great grandparents, etc. We take a number of traits,
habits, representations, prejudices determined by the geographical and historical context in
which we grow - geographical, family, historical identity. But, so many times, we stop here.
Too many people don’t feel the need of a richer identity than that which they have received
with no personal effort whatsoever. During the transition from childhood to adolescence
the awareness of the need to build a richer identity than the one nature has endowed us with,
should begin. How to teach this need to as many young people (valuing critically,
selectively their identity received from nature)? How to make young people realise the fact
that under the current conditions of globalization all social levels are acting upon us,
directly or indirectly, from the local to regional, national, European, Western to planetary
ones?
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8. The need for being human and humanity. Identity is the essential first term of a couple
in which the second term is otherness. None of them is clarified in the absence of the other.
At any level, we define our identity in relation to what is different. The difference may refer
to age, sex, nationality, language, skin color, religion, level of culture, social position,
political affiliation, philosophy of life, literary preferences or of any other nature. Here’s a
major bet of education: to teach our children to enjoy humanness in all its diversity.
Humanness is not like the game of tennis, where you win over another who loses;
humanness may be a universal winner. In animals, an instinctive tendency sees in difference
an adversity. In order for humans not to reproduce this behaviour themselves, a proper
education is needed, thus happening what we always see: third grade elementary school
boys fighting because “I said it in one way and he said it differently”.
9. The need for culture. I’m wondering, by the ears of how many children and teenagers, the
breeze of Beethoven’s, Bach’s, Mozart’s and Chopin’s musical arrangements reaches?
How many glances, that are in the morning of their life, come to delight in the presence of
a painting by Rembrandt or of a sculpure by Brancusi? Will public education be able to
take over this message? Do we still have time for this? A time of contemplation, of supreme
excitement. Do we not release diplomas of varying degrees on a conveyor belt without
cultural coverage? And if they don’t have cultural coverage, what are these diplomas’
holders other than, in the best case, service providers? And if they don’t really have cultural
needs, what more profound motivation can they give to their lives? Cohorts of people, some
having material prosperity, have nevertheless a status of cultural slaves. Should you pitty
them?
10. The need of transcendence. So many times we are in the position of surpassing the limits
of learning for tests, grades, parents. From the need of performance. If the student becomes
aware of it, things become more than pure constraint or desire to please someone else.
Life will show us if what we, the teachers, have chosen, was good, through the thanks of the
youngsters who have set off on the path of life. Returning, they will express their satisfaction of
understanding from us strategies of life that have made them wiser, more intelligent and more
open to the new world full of offers and much too many questions or solutions. If they understood
how to search the road to happiness and fulfillment then, we, the educators and our education,
certainly had a say in it!!!
Teachers: Mihaela Mitrea , Maria Badiu
Students: Cristina Ciulei, Adriana Aldea, Florentina Ionescu, Denisa Boricean
str. 10

EDUCATIONAL SYSTEM IN SPAIN
The educational system in Spain is regulated by the Ministry of Education, a branch of the government
currently headed by the Minister of Education. The current system is known as LOE, named after the Ley
Orgánica de Educación, or Fundamental Law of Education, and is supported by the government in each
region. Under this system, education is free and compulsory for a total of 10 years, from age 6 to 16.
However, children under these ages go to preschool and it is very frequent to start school when you are
three.
Schools in Spain are divided into three categories:
- State schools
- Privately-run schools funded by state
- Private schools
School terms
The school year in Spain starts the second week of September and finishes around the 20 th June.
The Winter Term spans from September to December; the Spring Term from January to Easter;
and the Summer Term from just after Easter to late June.
Educational System in Spain
The system of education in Spain is essentially broken down into five levels: preschool, primary
school, compulsory secondary education, post-compulsory secondary education, and tertiary
education, which can include vocational studies or university education.
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General organization of the Spanish Educational System.
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TURKISH EDUCATION SYSTEM
Pre-school Compulsary at theage of 6
Private and state school offer this education
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PRIMARY SCHOOLS
Compulsary at the age of 7 and lasts 8 years(4+4) First 4 year is called “İlkokul”
Second 4 year is called “Ortaokul”
They have 2 hours English classes in a week at the 2nd 3rd and 4th grade ,3 hours English Classes at the
5th and 6th,4 hours English Classes at the7th and 8th grade. At theendof the 8 grade students have to
take “TEOG” exam and According to the exsam results , they can choose their High School.
Hıgh Schools
There are 4 types of High schools in Turkey
1-Science high School (4 years) 2-social Sciences High School (5 years-1prep year+ 4
years)
3-Anatolian High School ( 4 years)
4-Vocational High School (4 years)
Students have to take 2 general exams after high school (YGS and LYS) According to their exam results
they can choose their faculties or departments at the university.
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Universty
* 2 years for associate degree * 4 years Bachelor’s Degree * 6 years master degree
* Faculty of medicine is 6 years
Ataturk says :
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EDUCATIONAL SYSTEM IN SLOVAKIA
Education in Slovakia consists of a free education system based on 10 years of compulsory school
attendance. The education system is the system of all educational institutions that provide education in
the country. The school system means formal and informal education that is managed by the Ministry
of Education. Students go to school five days a week, from Monday to Friday.
There are following types of schools in Sovakia :
• State schools
• Church schools
• Private schools
According the age there are :
• Nursery schools
• Kindergartens (age 3-6)
• Elementary schools (age 6-15)
• Secondary schools (age 15-19 )
• Universities (age 19 - 24)
Nursery School
Age: 6 months – 3 years
Children from one to three years of age start their
schooling (výučbu) in nursery school where they
spend a few hours each day playing and doing some
activities. They start socializing with other children.
Kindergarten
Age: 3-6
Pre/ school education: children at the age of three
usually go to kindergarten where they learn social
rules, ethics and the principles of the alphabet and
mathematics. This attendance is not compulsory, only
last years. Before going to school, (age 5 - 6) children
learn distinquish geomeric shapes, months of a year,
days of a week, and acquire hygienic habits.
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Elementary /Primary/ School
1st grade – 9 th grade
Age 6- 15
Primary schools provide basic education, ensuring the
intellect, emotional and sensory-motor development
of pupils in terms of scientific knowledge and in line
with the principles of patriotism, humanity and
democracy. Provide ethical, aesthetic, labor, health,
physical, environmental and religious education.
There are two levels at elementary school. The first
pasts 4 years and it`s from the first to fifth class. The
second level pasts for five years, from the fifth to
nineth class. Subjects at elementary school are:
Slovak language, Foreign languages, English, German
or Russian language), Maths, Biology, Chemistry,
Physics, Computers, Geography, History, Music, Arts,
Religion etc.
Secondary school Age: 15-19
1st Grade – 4 th grade
Secondary schools provide secondary vocational
education, general secondary vocational education,
secondary education and higher vocational
education. They prepare students for performing
various occupations in the national economy,
administration, culture, arts and other areas of life
(also for university studies). Secondary schools
educate children with the principles of patriotism,
humanity and democracy, and in the light of scientific
knowledge. They prepare them for creative work and
professional activity in the profession and provide
ethical, aesthetic, health, physical, environmental and
religious / ethics education.
There are 3 types of secondary schools in Slovakia:
Grammar school :
Studying at grammar school lasts 4 years and after
getting school leaving examination students have
possibility to continue in studying at university
Vocational school:
Vocational school lasts 3 years and after finishing
students get apprentice certificate. If the students
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want to have school leaving examination they can
continue in studying for 2 years.
Special schools:
Special schools are: Hotel academy, Technical school,
Art school, Bussiness academy, Pedagogical school,
Pharmaceutical school, Agriculture school, Sport
school, Chemical school, Medical school....
Post-secondary education
Usually three years of bachelor's degree and two years of
master's degree
University:
Tertiary education
(Colllege or University)
Universities provide higher education. A university
studying 4-6 years, terminating the state final
examination. Our graduates are granted the following
degrees: the Bachelor study degree "Bachelor" (Bc.),
The master level academic title of "Master" (Mgr.),
The engineering study in technical, agricultural and
economic fields of study "engineer" (Ing. ), in the
study of medicine "doctor of medicine" (MD.) and the
veterinary fields of study of "doctor of Veterinary
medicine" (MVDr).
Universities have 2 levels
The first level takes for 3 years and it is finished by
final state exams and get Bachelor thesis . (Bc. –
bachelor). After getting bachelor students have
possibility to continue in studying and get Masters
or Inginieering studying that pasts 2 years.
Studyig at some universities takes for 6 years :
medicine and vet.
At the graduation ceremony after finishing studies the
students receives Master/Mgr / or Engineer/Ing/.
After finishing medicine MUDr, Vet – MVDr,
Pharmacy – PharmDr.
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One lesson at elementary and secondary school takes for 45 minues. There are breaks between
every lessons. The shortest break takes for 5 minutes and the longest takes for 20 minutes. During
breaks students have a snack.
After finishing lementary school children study at secondary school according their results at
elementary school and also in accordance with their interest.
GRADING SYSTEM:
Usual grading system at elementary and secondary schools:
Full Description:
1 Excellent 2 Laudable 3 Good 4 Pass 5 Fail
Highest on scale: 1
Lowest on scale: 5
School year at Elementary and Secondary school takes 10 months from September the 2 to
June the 30.. Last day of June students get school reports.
The last step in our educational system is the postgraduate study, where a student is improving his ability
for independent scientific work under the guide of the experienced specialist.
SWOT
Strenghts
• experienced teachers and professional level of teaching
• some students are participated in competitions abroad
• students have possibility to participate in projects prepared by their teachers onths
• building a network of contractual workplaces
• successful presentation at schools nationwide vocational skills competitions with international
participation
• the convenient location of school
• embellishment and upgrading of school premises
• motivate pupils payment of pocket money and providing protective equipment
• based on the survey of labor market needs to introduce attractive and desirable learning and
teaching unions
• possibility to have practice abroad
• help school psychologist and special educator dealing with personal problems
• the willingness of workers to change schools
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• some schools have modern and effective equipment of school
• wide range of extracurricular activities for students
• broad selection of interest groups
• effective information system
• The school is a democratic, government confidence, activity
• participation of students in many competitions and Olympiads
Weaks
• low social evaluation that doesn`t motivate teachers
• increase the number of children with learning difficulties
few donors
lack of outdoor sports complex
no school canteen
no gym
uncertainty teachers in implementing school reform
students are helpless
low interest in VET
Opportunities:
changes in legislation - Creation of new school program
possible cooperation with twinned schools abroad
good cooperation with the founder -Support school activities
new trends in education
the image in public schools
options Exchanges of experience
improving language skills
improve the individual approach to the pupil, based on his personality
improving the status of teachers and schools to the public
influence the quantity and quality of educational content
prepare successful students for the labor market
access to world-class automotive Slovak market
introduction of a new field of study, technical lyceum,
introducing specialized post-secondary studies.
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Threats:
it is needed to increase status of all teachers
impact of the economic and financial crisis
demographic decline
competition in the region
time pressure (particularly influenza vacation, illness).
crisis of Values
check out qualified teachers to be financially preferable to work
overall unemployment in the region
low birth rate
merger with other vocational schools
ing. Nadezda Paucova
project manager
Kosice 13.03.2017
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Customs
in
Turkey, Romania,
Bulgaria, Spain and Poland
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Ladouvane
Bulgarian custom
This custom is done on 1 st January or on the Palm Sunday or on 24 th June and
it depends of the region of the country.
This custom is about guessing about marriage. The girls who take part in the
custom put water in a white copper. The water should be taken from three wells in
silence and to put their rings tied with a flower and red thread in the copper. They
cover the copper with an apron or red napkin and put the copper under the rose tree
and the stars to be able to fondle it.
The girls choose a girl who has to have alive parents, has to be rich and to be
the first child in the family. This girl is called “Bride” or “Godmother”. She will do
predictions about future marriage of the maidens.
She is dressed with a white dress and her head is covered with a red veil and
flower wreath. All together go to her home. They take the copper with “silent” water.
The girls stay around “the Bride” and sing predictions and she takes rings from the
copper.
People believe that these predictions will come true.
Interesting predictions:
He sits on the bed and counts gold money
/Rich man/
He sits on the chair and writes a book.
/Teacher/
Blue sky, bright star./Handsome man/
Yellow hollyhock sees over the palisade
/Neighbour/
Wet trousers are hanged on the wall.
/Fisher/
Yellow quince overripe really wants to fall.
/Too old bachelor/
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EASTER IN SPAIN
Easter commemorates the passion
and death of Jesus and it is a
celebration with centuries of history
and tradition. The Spanish word for
Easter is “Pascua”. The seven days
leading up to Easter Sunday are
called Holy week or “La Semana
Santa” in Spanish. All over Spain, it is
a week of spectacular street
processions. The first of the Holy
week is the Palm Sunday “Domingo
de ramos” in Spanish and it is very common to decorate a palm branch with
sweets and ribbons and go to the church with it. The branches are blessed by
the priest.
During the Holy week in Spain, all the towns have streets parades every day.
In these processions people carry and follow floats, known as “pasos”. On the
floats there are statues of Jesus and Virgin Mary, these floats are beautifully
decorated with flowers, gold and many candles.
The heavy floats are carried by
men called costaleros. These men
have the very difficult job of
carrying the extremely heavy
weight of the float. These men
practice for months so that the
rhythm and speed of how they
walk for the procession.
“Costaleros” must carry the weight
of the float on their shoulders and
neck. In order to do this, their
heads and shoulders are protected by a cushioned head scarf.
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Romanian Easter custom
Easter is one of the most important and
beautiful Christian holidays in Romanian
tradition. It has the gift of bringing the family
together and it has a lot of customs involving
everyone.
The red painted eggs is one of the most spread
traditions of the Romanian Easter. The eggs are
always present on the table during the holiday.
Women started painting eggs in red in the
Thursday before Easter. The Easter eggs are
dyed red to represent the blood of Christ shed at his crucifixion. The decorations
are usually geometric, various shapes of flowers and animals. To achieve this, the
peasants use the simplest tool (called kishitze/condei), a stick with an iron tip.
With this, they apply molten wax on the desired pattern of the egg. Then they dip
the egg in the red color. When heated, the protective wax melts away, then the
egg is polished with oil or bacon to be shiny.
This is still done in every Romanian family, using a simple method, by dipping the
boiled eggs into a pot with food dye.
The tradition says that people who knock eggs in the first day of Easter will see
each other after death. The first person who knocks the egg says ‘Christ has
resurrected’ (in Romanian, ‘Cristos a înviat’), while the second one goes “True, he
has resurrected” (in Romanian, ‘Adevarat a
înviat’).
In the first day of Easter, the children wash their
face with fresh water from the fountains, in
which they put a red egg, a currency and green
grass or flower petals. It is been said that those
who wash their face like that, will be healthy
and beautiful all the year.
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HOW TO CELEBRATE THE ARRIVAL OF SPRING IN TURKEY ?
The most important example of the
arrival spring in Türkey is Nevruz Festival.
Nevruz is one of Turkish tradition for 5000
years.
Nevruz Festival:
According to the most known legend,a group
of people escaped from enemies and went to
Ergenekon. The Türkish people couldn’t find
how to exit from mountain after they stayed
for a long time in the mountain. They melted
the iron mine in the mountain. And again,
they got free. Nevruz Festival means exiting
from the mountain .
Türkish people celebrate the Nevruz Festival
with diffirent activities on March 21. People
clean the house and buy new clothes. People
buy present to their relatives. People visit to
graveyards for respecting the dead. People go
to the countyrside and organize feasts.
According to the belief, people who jumping
from the fire of Nevruz get rid of diseases. And
they don’t get ill. Türkish people exit to
dissolving the iron so they organize to “
Forging Activities”.
Before the Festival, People help to patients
and poor .
The famous Festival of Manisa, “Mesir
Festival” is celebrated on Nevruz days.
Mesir paste is prepared from different
seasonings. People organize the feast every
year in Manisa. Mesir Paste is a usefull and
healthy food. It is a very popular food in
Turkey.
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Nevrus is celebrated with meals and parties. We
make a fire and leap over it. We make various
activites. We celebrated Nevruz last year in our
school. We made a fire and jumped over it. In
school pilaff and havla were cooked and offered
to students, guests and families. Each class
planted tree on behalf of their own class. We
forged iron for respecting ancestors
We made tug of war and sack contest.
Also we have someother activities to celebrate
arrival of Spring.
One of these plays is “Yoghurt competition”
In this competition a ring is put in the tray
which is filled with yoghurt.And the youıng
try to find out the ring with their mouth.
These are some activities and plays that we
use to celebrate the arrival of Spring.
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