Introduction of the bachelor and master system Essay

Globalization and liberalization are two factors that greatly impact on the potential that nations have for generating value. Of the numerous dynamics that affect the society in the current operational environment, globalization comes up as the most influential due to the effect that it has on nearly all sectors of the modern economies (Neal 129). With increase in interaction between different communities a need for standardization has developed due to difference in standards and approaches that are employed across different societies (Lee 43). Electronic standard, wireless protocols, international courts and trading blocks have all come up as a result of the need to standardize approaches that the current societies use. The European which is the largest trading block globally has also come to terms with the fact that there is need for standardization especially in the area of higher education thus the Bologna accord (Loosvelt and Gysen 163). However, the effect of standardization of higher education is viewed differently with some claiming that it impacts positively on the education standards in Europe while some positing to the fact that it could reduce flexibility and therefore relevance of the education system to individual societies (Alesi and RosznyaI, 396). This study employs the aid of existing researches and theories to explore the effects of the Bologna process including its advantage on both employers and employees with the aim of seeking to develop a clear picture of its implication and areas that may need further address to ensure that Europe optimizes gains in its educational and social systems. The Bologna Process The main motivation to the Bologna accord was to ensure increased compatibility of higher education standards across Europe (Van Biesen and Rahier 222). The naming of the Bologna process follows directly from the Italian city in which it was signed (Dobren’kova 46). Though 29 nations were the initial signatories to the process, the number has increased with time. The signing of the Bologna process is considered the end process of numerous processes notably in Germany and Western Europe universities that were aimed at harmonization of the architecture or systems that is used in higher education (Lindblom-Ylanne and Hamalainen 161). Nearly all members of the council of Europe are signatories to the accord through there are nations that despite applying were denied a position to be in the process. The basic approach that is employed by the Bologna process employs three stages or cycles of higher education qualification. The main defining factors of the Bologna process are the qualification and ECTS credits. Bachelor’s degree, masters and doctoral degrees are some of the key variables that are considered under qualification. Most nations in Europe employ the 3-2-3 year cycle to ensure completions of the three levels in higher education as per the Bologna accord (Malan 295). Though the actual naming of the degree course may vary from one nation to the other, an academic year is standardized to 60 ECTS credits (Pusztai and Szabo 102). There is a clear correlation between this new system and the approaches that are employed in North America and even in Japan with many researchers and educators stating that this may be the way forward with respect to global education (Becker 265). A noticeable change that is a result of the Bologna process is more emphasis being awarded to practical training and even research projects. This is in line with developments in education that have generally been geared towards adoption of approaches that are more practice oriented. The credits being a measure of the input that students have in their education is reflective of not just the overall cognitive abilities but also presentation skills (Patricio and Engelsen 601) innovation, hours spent studying and even general skills (Tauch 277). Many education experts are of the view that this development brings educations closer to the society and requirements in practice where theoretical and practical skills are all important in ensuring efficiency and improvement of the nature of practice. The main issues that the Bologna process sought to address arise from responsibility in higher education, governance, research, values, changes in the nature of society and increase in complexity that institutions and organizations face which has led to high qualification needs. With the implementations of the Bologna process educations is provided with higher flexibility that makes it easier for students to move from one institution to the other within Europe (Berner and Richter 251). Other benefits that have come up as result of the Bologna process include increased attractiveness of higher education in Europe, a broader higher education framework that places emphasis on quality and advancement of knowledge base and an increase in the levels of convergence between US and Europe with respect to higher education standards which increases the scope of education and its absorption of European students into mainstream job markets. Like all change processes the Bologna process was criticized from some quarters with some being of the view that the framework adopted favored the UK especially England and Ireland while presenting numerous difficulties to continental Europe nations (Vogel 133). Economic and Academic Background Higher education like all other systems in the current society is affected by increase in cost of operations. Many educators are of the view that the basic factor that underpins a number of plans developed by the EU is economic consideration and this is reflected in the Bologna process. Researchers and education theorists are of the view that the Bologna process is aimed at enlarging the higher education system in Europe with the aim of cutting down on cost and therefore ensuring a Europe wide standardization (Beertsen 107). The changes are cited as being in line strategies that have been proposed by the WTO and GATS in education that have generally been aimed at minimizing and even eliminating the control that political systems have over higher education. The academic aspect is considered central to the numerous differential viewpoints that have been developed of the role of the Bologna process in ensuring that educational goals are met (Moshkin 10). In fact nearly all controversies that surround the Bologna process have their basis on the academic and social impact of the Bologna process rather than the impact that it could have on economies. Continental Europe nations mainly employ a model that was inspired by the German educational system where a clear difference existed between vocational and academic training (Ash 264). This system from the upgrades that it has received was viewed as counter-productive thus the adoption of a system that is in line with the English. The main areas that were of concern under such an educational system which was employed by a majority of continental Europe nations is the fact that vocational training was not developed with the aim of further studies. Masters level education was a minimum level requirement in some fields for instance engineering which limited the applicability of Bachelors level education in some fields (Chuchalin 200). Moreover, the continental approach to Bachelors degree did not prepare the students for employment rather it was aimed at preparing them for master’s level education. This reduced the skills that such students had and the level of efficiency that they display in the workforce. Despite the disparity in level of skills that Bachelors level student displayed with respect to their ability to manage workforce issues, they were awarded the same title as engineers. One of the key implications of the Bologna process is therefore an urgent need for steps that are aimed at harmonization of professional bodies which requires revaluation and in some cases change in qualification (Hibbert 34). Moreover a number of key assumptions that have been made by the Bologna process have been under spotlight for instance 60 ECTS per year requirement is based on the assumption that 1500-1800 hours will be available in a year which presents a complexity in its implementation if it is considered that it does not standardize semesters. Other critics claim that some courses were just redefined with no change in course content or requirement which due to ECTS requirements effectively implies additional demand with little gain (Sanz and van der 34). These are some of the key issues that have been highlighted as being central to controversies surrounding the objectivity in implementation of the Bologna process. However, the fact that it is being employed and nations seek being signatories implies that an understanding of the benefits is critical in determining the areas that it could be lacking in and therefore the development that can be incorporated to ensure that the society gains for it is the future of European education. Implication on Selected Educational Systems A review of selected educational systems shows that the implications of the Bologna accord have had differential effects across Europe. The Finish system of higher education was least affected by the implementation of the Bologna accord. The major changes are the inclusion of engineering and military programs into masters and bachelors systems and increase in adoption of English as the main language. A course that has basically remained the same as it was before the adoption of the Bologna accord is medicine which still runs on a five years program (Cooper 259). The Italian system was based on award of a degree after the first three years of undergraduate level education that had no value in the market unless one went ahead and finished graduate level course has changed considerably. A three plus two year system has been adopted though there are some exceptions to the structure of â€Å"Nuovo ordinamento† (Kilic 319). Medicine and some areas of science have not changed and place a requirement of up to six years of undergraduate level education before one can proceed to master’s level. In UK the implication of the Bologna accord differs with the nations. The educational systems in England, Scotland and Wales display some significant differences due to the nature of their formulation. The England system though relaying some similarities to the Italian system is fundamentally different from others in Europe (Georgantopoulou 13). In Wales it was possible for a student straight from high school to undertake a program that would lead to attainment of a master’s degree without having to undergo undergraduate level education. The Scottish system which is one of a kind due to the flexibility that it offers lower level educational stakeholders like school heads to formulate curricula was also affected considerably. Under the Bologna accord all this systems can actively seek educational goals and students can easily transfer from one institution to the other without having to worry about the grade that he has attained and even difficulty in integrating into the new system. There is no doubt that the Bologna accord has played an important role in convergence of standards that are used in higher level education which is an important factor in ensuring that the role of the EU in ensuring labor mobility is attained. Employers Advantages Pro Bologna Reform activists are generally of the view that it is the best development that has happened in Europe’s educational systems for a long time (Stallmann 24). This is the same view that is held by computing enthusiasts on the level of development that computing has attained due to the standardization of protocols. Standardization is generally perceived as an avenue through which development within any industry can be molded in a manner that increases the level of interrelationship between existing systems. A melange of degree titles defined the higher education systems in Europe before the implementation of the Bologna accord. The effects of the confused state on European employees were high due to the effect of EU policies that were seeking economic integration (Rauhvargers 341). Employers found it hard to develop an objective measure that could be used in determining the potential of job seekers by objectively assessing their academic credentials. Under such an environment the benefits that European nations sought through economic integration and ensuring workforce mobility was reduced. Business and management education is one of the areas that have been affected by the Bologna accord. Globally employers and HR executives were becoming more confused with the bachelor, Lauren and Diplomkaufmann titles that were held by jobseekers (Verhesschen and Verburgh 134). Complexity in assessing the potential of a job applicant is further brought out if the array of master’s degree programs that were offered is considered. The effects of the Bologna accord are numerous and impact on not just the educational systems or employers but also governments (Sanz 141). Countries that have employed the Bologna accord are more likely to partake in the benefits that it offers especially with respect to reducing the recurring costs of higher education. Moreover, the quality and competitive degree programs that are offered under the Bologna accord present such nations with an edge with respect to attracting students into their institutions. Such students may play a role in ensuring overall development in host nations. The benefits that the Bologna accord present with respect to predictable educational budget, fixed course durations, predictable enrolment and graduation rates which aid in budgeting and educational planning and shorter graduate study will play a role in ensuring that the span of productivity is increased (Giuliano 103). The introduction of shorter masters degree level courses that is pushed for by the Bologna Accord will play an important role in ensuring that education in Europe is compatible to standards that are being employed in other nations. In a global environment where commercialization of education is widespread the international students that pay considerably higher than their domestic counterparts will pave a way for the education systems to gain more revenues. However, a number of issues arise relating the specific details in implementing the strategies. Language is a key issue that has been central in discussions relating to success that can be attained in ensuring integration. Generally English being the most developed and popular language in global circles has been adopted by a number of masters programs. Relaxation of immigration and permit requirements has come up as one of the areas that governments must be wary of to ensure gains from the Bologna process (Griffin 98). Such a process must be carried out in tandem with simplifications of visa conversion from study to employment if Europe to gain the most out of the benefits presented by the Bologna accord. The nature of strategies and even systems that are employed by the education systems is affected by workforce requirements. Employer requirements are cited as critical factors in determining the curricular and even activities that are embedded into school systems especially at higher level of learning. Higher education strategies are highly dependent on the nature of requirements that they are placed on social systems (Sakari 179). Employees are cited as playing a key role in determining the level of success that can be attained in implementing the Bologna accord. Unless employers can actively seek and employ Bachelors level graduates then the value of this level of education will be lost across Europe. Researchers are of the view that though standardization has been achieved with the adoption of the Bologna accord by various stakeholders’ success in its implementations is highly dependent on collaboration between employers, instructors and evens students. Unless higher education seeks to develop critical lifelong learners the benefits that employers stand to gain from the Bologna accord are minimal. This is in line with the fact that employers having realized the role played by critical reflective skills spend consummate funds on development of interpersonal, leadership and communication skills (Widerberg 137). The key challenge that European educational institutions face in ensuring success with the aid of the Bologna accord is to provide students with high transformational potential that will ensure they are easily employed. As the Bologna accord takes root, many will seek graduate level education and therefore employers will be provided with a far much wider pool of experienced job seekers to choose from. This is one of the key goals that were sought in formulating the EU. Moreover, a clear description of the course presents a common approach to assessment that encompasses all areas that employers seek and aid in accurately determining the exact qualifications required for a given job title (Jaschke and Neidhardt 306). Employees have to take steps in ensuring that their requirements and overall HR departments are aware of the differing qualifications that are offered by institutions. Despite initiatives that have sought employment of Bachelors degree holders, it is generally believed that master’s level education will continue being a key prerequisite for entry into mainstream employment (Zgaga 253). However, most researchers are of the view that this condition can be reversed with the input of the public sector which is in fact the largest employer in all European nations. If the public sector seeks bachelor’s level education then there is a high likelihood that other employers with follow suit which will aid in ensuring Bologna accord goals are attained. With time and maturity of the job market, both bachelors and graduate job seekers will be effectively absorbed into the job market thus increased workforce availability. Another benefit that employers stand to gain from business oriented degrees is their ability to offer a platform upon which bachelors degree holders from other fields can seek further studies in business related subjects (Labi A36). Such a process leads to graduates who have diversified skills that are relevant to global operational environment. It is important to note that experience has been highlighted as one of the factors that greatly determines the pay and even suitability of an employee irrespective of the level of education that one has attained. Employees The Bologna accord is considered a platform upon which students are presented with new opportunities that they can effectively use in sidelining the long cycle to seeking graduate level education into stages with increase in platform upon which they can seek further education. Increased student mobility associated with the accord is likely to present the platform upon which employees can seek further their careers. The choice though complicated offers students with the opportunity to either continues with their education or seek employment after undergraduate level which presents a wider platform for decision making. This is further complicated by the multitude of courses that students have in choosing the course or areas of specialization at graduate level. This is likely to lead to an increase in the levels of diversity that is displayed by employees which may directly translate to increase in the level of competition in the job market or reduced competition depending on the qualification that a employees display (Konjic and Sarajlic 219). The Bologna accord is also cited as being a catalyst to increased academic activities across Europe. Employees are under increased pressure to ensure that they update their skills and acquire multiple skills to develop in their areas of professionalism. Another area that employees are likely to benefit from is applicability of their skills. A factor that has for a long time been central to the difficulties that students and even employees face in making the most out of the freedom that they are presented by the EU is language barrier and the differential systems that were used across Europe (Sandstrom 61). The Bologna accord presents a standardized education system that predominantly uses English as the main mode of transmission thus increased availability of jobs in even areas that were least accessed due to language barriers. Another area that the Bologna accord has impacted on is decision making. Most employers often consider their jobs as their source of livelihood. Decision making as one of the most important variable that determine the direction that one’s life will take is complicated by the number of options that one has (Augusti 258). The Bologna accord presented employees and students with multiple options on which to base their professional development each of which impact directly in the quality of education that they can attain. Having such a large basis presents complexity in decision making which may even lead to the development of firms that seeks to guide professionals into their career paths. This is an example of a development and even complexity that is presented with standardization of education across Europe. Employers awareness There is a large potential that has been presented to European employees with respect to seeking suitable candidates by the Bologna accord (Adelman 11). However, surveys across Europe show that the level of awareness that employers have of the potential that is presented by the Bologna accord is low (Jung-Eun 36). Generally the low level of awareness that employers have of the accord is a worrying situation considering the role that employers have to play in ensuring that its goals are attained. Numerous independent studies have shown that up to 64% of employers are unaware of the existence of Bologna process in the UK (Shearman 177). The same trends are observed in Finland with a far much grim picture painted in Italy where up to 80% of the employers are not aware of the existence of the Bologna process (Guth 331). These statistics paint a grim situation and a clear need for politicians and policy makers to work round the clock to ensure that the state is corrected failure to which the potential benefits that could be attained with the implementation of the accord may never be experienced. A far worse picture is created if research findings on employers that are informed on the internal details of the accord are considered. Basically less than 5% of all employers in Europe are aware of the details relating to the implementation of the accord and the implications that it could have on the nature of the job market (Salzer 656). Awareness is first developing on this poor state in implementation of the accord and has led to a number of taskforces and even researches that have sought to determine corrective measures that can be put in place to ensure that the initial goals of the accord are driven at (Wex 76). The measures not only seek to raise the levels of awareness that employers have of the Bologna accord but are also aimed at devising systems and means through which employers can reduce their transaction costs when seeking new employees (Burnett 287). A systematic exchange of information between parties that are involved in the Bologna accord is one of the recommendations that have been developed to aid address the worrying situation. Sharing experiences between students has also been cited as a possible avenue to ensuring that future employers are aware of the benefits presented by the Bologna accord in the higher education framework in Europe (Witte and van der Wende 217). Increased involvement of employers and career advisers by developing information packages that are targeted at this audience is one of the directions that can be sought in ensuring that career goals are accurately sought. Analysis A deeper analysis of the Bologna accord shows that it has implications that may be further than the current economic effect that it is assessed under. The EU as an economic system is an important factor in determining the level of efficiency that can be attained with the application of the accord and is a critical reference point with respect to its effect on the political, social and organizational systems (Veiga and Amaral 61). From the discussions it is apparent that though the freedom that is presented by the EU in terms of movement serves as an effective platform for the Bologna accord, there are several policy issues that are yet to be addressed that would ensure ease of movement and even transformation of students into active workforce. The effects of globalization and an improved information system together present an effective platform upon which students from different cultural backgrounds can easily interact to ensure gain from the education system (Karran 7). Though there have been some resistance to the implementation of the accord the levels of adoption that it has received is reflective of the growing appreciation of its relevance in consideration of the nature of the modern society. Multiculturalism is fast developing within Europe which presents a suitable avenue to ensuring ease in accessing employees of different background. This diversity that is presented to employers is cited as being a critical ingredient to generating value in competitive business segments (Sall and Ndjaye 47). However, an understanding of the complexity that is associated with management of diversity has to be developed for any value to be generated. Though diversity is associated with generation of value, an understanding of how it can effectively be managed is important in ensuring that this benefit is gained. In general there are a number of strengths and benefits that are associated with the Bologna accord. One of the notable threats is the erosion of the level of awareness that curricula have to issues that are of interest to a particular society (Gaston 17). The implementation of the Bologna accord is based on the assumption that the effects of globalization in Europe is high to the extent that Europe can be considered a single society that is faced with similar educational challenges. The reality is that Europe is diverse and made up of both developed and developing nations that have different needs and are of different perception on what can be considered an effective higher educational system. Recommendations Though the goals and even theory beneath the implementation of the Bologna accord are noble, practical implementation issues pose a threat to the achievement of its objectives. Creating awareness among employees and developing further avenues for employment are some of the issues that have to be addressed in seeking its goals. Incorporation of other nations in the EU is also important in ensuring that overall development of the EU as a region is attained (Petit and Foriers 16). More research ought to be conducted on avenues that can be used in ensuring that challenges that are unique to communities are accurately addressed failure to which the role of higher education in ensuring address of social and even communal issues may be lost. Works Cited Adelman, Clifford. â€Å"Accountability â€Å"Light†: Our Version Is Going the Way of the Dollar vs. the Euro†. Liberal Education, 94. 4(2008): 6-13. Alesi, Bettina and RosznyaI, Christina. â€Å"The Implementation of Bachelor and Master Programmes in Hungary†. European Journal of Education, 42. 3(2007): 395-409. Ash, Mitchell. â€Å"Bachelor of What, Master of Whom? The Humboldt Myth and Historical Transformations of Higher Education in German-Speaking Europe and the US†. European Journal of Education, 41. 2(2006): 245-267. 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Turkey and the European Union †Political Science

Turkey and the European Union – Political Science Free Online Research Papers Turkey and the European Union Political Science In this essay we are going to argue against the admission of Turkey to the European Union. We shall start with introducing the Turkish country itself, and then move on to its economy and the other states’ influence in Turkey. Furthermore, our work concentrates on reforms that are supposed to be done by this time and mainly on human rights. Since the issue of human rights is extremely broad, we decided to divide it in three parts – the Kurdish rights in general, the issue of Cyprus without the border that divides the island to two parts and the Armenian genocide problem. Let us start with the geographical position. Turkey neighbors with Armenia, Azerbaijan, Bulgaria, Georgia, Greece, Iran, Iraq and Syria. The modern Turkish state was founded in 1923 by Mustafa Kemal –â€Å"Ataturk†-â€Å"Father of all the Turks† after the defeat of remnants of the Ottoman Empire. The first regime was based on only one party and it might be considered authoritarian. After the opposition party was created and won the election, the democracy has suffered a hard blow. There have been several military coups and the result was only one: the Turkish people lost their democracy. Cyp rus has been taken over by the Turkish military and the insurgency of the Kurds has begun. Now the government says that it is trying to pass certain reforms that would allow Turkey to enter the European Union and reinforce democracy in the state. The Turkish government is officially democratic and its civil system is very similar to other European countries, but the culture of the country is more middle eastern. Turkey is also a member of the European Court of Human Rights, which we are finding quite hypocritical because of the country’s attitude towards the Kurds. Turkish economy is also composed out of many models seen around the world. It is necessary to say that there should be established a market system very soon as another thing that had to be done long time ago. The statistics may show that the economy is on the rise and the EU is going only to benefit out of Turkey’s membership. That might be not true entirely. The unemployment rate is 9.3 % and the underemployment is 4.0 %. Besides that, Turkey is in a quite high debt, whole 15.3 billion USD. These are very high numbers compared to the other countries of the EU. Out of this we can conclude that many people live in poverty. In 2003 it was whole 28.1% o f the population who lived below the food and non-food poverty line. Turkey is ranked on the index of Human Development with number 94. Countries like the United Kingdom and Germany have the HDI at 15 and 20. Just for the comparison it is important to note that even Cyprus has the HDI at 29. The other great issue in Turkish government and businesses is a corruption. According to a research done by Transparency International, Turkey has a CPI Score (relates to perceptions of the degree of corruption as seen by business people and country analysts and ranges between 10 (highly clean) and 0 (highly corrupt)) of 3.5. Taken into account that the Slovenia’s CPI is at 6.1 must explain that Turkey is highly disadvantaged compared to other candidate countries. Out of that difference we can presume that the level of corruption is going to rise in the European Union which is absolutely undesirable. Based on the facts and statistical reasoning discussed above, it is very probable that Tu rkey will not be a valid member of the Union; neither will it boost the economy of the EU. Shall we take a look at the international relations; we can see that this country has many links towards the United States. The U.S. gave and loaned 12.5 billion dollars for the economic aid and more than 14 billion dollars for the military. This also indicates that Turkey is emphasizing more military than peaceful solutions. That should not be the case of a country that wants to join the union of states that value diplomacy and negotiation the most. Turkey has many business contracts with the U.S. and is also the third export partner for them. Most of these economical ties were formed during the Cold War when Turkey was a country nearest to the communist block. The influence of the United States is very powerful there and we were able to find out about it during the war on Iraq when the Turks did not want to allow the U.S. troops to deploy in their country but later on they reconsidered and let the Americans to establish their bases in Turkey. There is no debate that there were some economic sanctions in the background. The weight owner of turkey is its people.70 millions people constantly in increase due to a high natality which is 2.2 kids per women which is the highest in all Europe. According to researches, by 2020 turkey should be inhabited by 85 million people. Since it is programmed that turkey will enter the European union in 2015 it will be the most populated country of Europe, followed by the german population in second place with 82 million. In consequence to that number Ankara will send 95 deputies to the European parliament, which will be the maximum number allowed by the Future Constitution, so Turkey will have the majority of votes estimated by 15%, followed by Germany having 14% and France having 12 % of the votes. Another consequence for the Turkish adhesion to the European Union is: immigration. According to the numbers of the European Union, between 500 000 and 4.4 million Turks could emigrate to Germany, Austria, Holland and France to join their 4 million relatives already living in the EU. Even if the free circulation of workers and employees is one of the reasons of the foundation of the EU, can the EU really let the Turkish people in to an entity where most likely they will be treated as citizens of a second degree zone without some serious alterations in its laws? Since 1992, Ankara has shown big interest in the originally Turkish speaking republics newly separated of the ex USSR : Azerbaidjan,Kazakhstan, Kirghistan ,Uzbekistan and Turkmenistan, immediately recognized their independence and helped them to enter the international and regional organizations, with the dream of one day reforming the BIG TURKEY. The first step was the creation of the Tika ( Turkish International cooperation agency) as a part of the Ministry of foreign affairs, with the function of promoting the Turkish model and the cultural cooperation through numerous projects like the establishment of a language and an alphabet common for all the Turkish speaking countries, student exchange and the support of media and communicational projects which means that Turkey admits the double nationality of the citizens of these countries and would accord it to anyone who demands it. And there is no doubt that these citizens will claim their Turkish citizenship if it was a part of the E uropean Union. These countries have a total of 60 million people, were ruled during 70 years by communism and profoundly integrated in Islam and to whom the Copenhagen Criteria are just as understandable as Quantum physics. This would be an enormous shock to the EU. One more problem arising with turkey entering the EU is the Cyprus matter. Despite the Nicosian international pressure and threats to put its veto against the Turkish integration to the EU, Turkey still does not recognize the Greek part of Cyprus as an independent European country. How can a country be integrated to the European Union if it does not recognize the independence of a fellow country in the EU? The main requirements for Turkey’s enter to EU are The Copenhagen Criteria, which were introduced in year 1993 at Copenhagen by European Council. These criteria are divided in three main parts Political – stability of institutions which provide democracy, legally consistent state, observance of human and minority rights. Economical – existence of functional market economy, ability to balance with competitive pressures and market processes inside EU. Other obligations – ability to take on obligations which are resulting from membership in EU, including goals of political, economical and monetary union. This means that Turkey must satisfy these requirements in order to join the EU. Although Turkey has made some progressive changes in their constitution and legislative, and these changes were warranted by regular report on Turkey’s progress towards accession created by Commission of the European Communities in October 2004, this report seems to be misr epresented. For instance, the authorities have adopted zero tolerance policy against toward torture but even while torture is now not systematic, these cases reported by various human rights associations still occur. Also recent Constitutional amendments and new press law made for increasing press freedoms doesn’t seem to be fair enough. These changes provide only limited progress in freedom of expression. Censorship still remains in some levels and in a number of cases journalist and other citizens expressing non violent opinion continue to be prosecuted. Other issue is freedom of religion, although it is guaranteed by Constitution, non-Muslim religious communities still have difficulties with legal personality, property rights and training of clergy. Gender equality principle has been also changed in Constitution and Civil Code, but the position of women in society is still unsatisfactory. Virginity test is now prohibited but still can be done by court order and also â€Å"honor killings† though it has been prohibited under the sentence of life imprisonment still remain as a major problem. Civil rights of minorities are another problem. Although Turkey has changed the Constitution and Kurds are now allowed to speak, teach and broadcast in their language, the way how it is provided seems to be discriminative. Minority language education is not something that should be permitted, but has to become a right. Also timing and contents of programs in Kurdish are very limited. Other big part is economical situation in Turkey. Despite of all its progresses, Turkey still does not reach the standards of real market economy. The value of GDP on one Turkish inhabitant recounted on purchasing power parity reaches only 27% of EU’s average and Turkey is taking position behind Romania and Bulgaria. Also Turkish government tries to intervene in their economy in order to lower the inflation which in despite of this already reaches high values. Although the rate of Turkish unemployment is not much bigger then in other states of union, the employment of women is alarming, it is 50% less then in EU. Also the national debt is about 90% of its GDP and this cause that the Turkey is one of the most indebted countries of the world. Therefore we can suppose that even second part of Copenhagen Criteria was not satisfied. Last issue is obligations that Turkey must take in order to join the EU. Though Turkey’s alignment has progressed in many areas, it still remain s at an early stage for most chapters. For example no changes have been made concerning free movement of persons and workers. There are still remaining restrictions regarding nationality, residence and language, and also problems with recognition of academic diplomas and professional qualifications. Next problem is concerning freedom to provide services, where some changes took place, but only for financial services and except for insurance. Non-financial services are still bounded by market access restrictions which are excluding foreigners from the market. And with certain services, Turkish legislation goes even further, barring them from being provided by foreign nationals even if the company they represent is established in Turkey. Also free movement of capital is limited. Foreigners are restricted to make an investment even if improvements in this area would contribute to facilitate inflow of foreigner direct investment. Even the issue of transport seems to have its other diffi culties. Though some modifications were made there, especially maritime transport remains as major problem. Turkey is still on the black list of the secretariat of the Paris Memorandum of understanding on Port State controls for its higher rate of detention ships. Cypriot ships or ships that have landed in Cyprus are still not allowed to enter the Turkish ports. In summary we can say that on the first look, Turkey nearly fulfilled the Copenhagen criteria, but if we look more deeply we find out that recent changes in constitution and legislative are superficial. Turkey took these changes just for satisfying the EU, but the situation in the state remains same as before. Therefore we can suppose that Turkey is not willing to make a real progress in order to become an equal member of the European Union. The Cyprus issue is a typical international problem of invasion and occupation of one Member-state of the UN by another, namely Turkey. Twenty-three years after the Turkish invasion and defying a series of U.N. Resolutions, Turkey refuses to withdraw its occupation forces. At present, more than 35.000 Turkish troops are illegally stationed in the northern part of Cyprus, which is characterized by the Secretary General of the U.N., as one of the most highly militarized areas in the world. Also, The Cyprus issue is a flagrant case of continued mass violations of basic human rights and freedoms by Turkey, in breach of the purposes and principles of the U.N. Charter and major international instruments in the field of human rights and fundamental freedoms. Numerous Resolutions of the U.N., including those of the General Assembly, the Security Council, and the Commission on Human Rights, the Sub-Commission on the Prevention of Discrimination and Protection of Minorities and the Committee on the Elimination of Racial Discrimination have been adopted over these 24 years, conc erning all aspects of violations of human rights in Cyprus. Turkey has failed to comply with any of them. The nearly 200.000 Greek Cypriots (40 % of the total number of Greek Cypriots in 1974) who were forcibly expelled from their homes by the Turkish invading forces in 1974 are still being prevented from returning there and are refugees in their own country. They continue to be arbitrarily deprived of their homes and property in the occupied area, which are gradually being illegally distributed by the Denktash regime to other persons, such as members of the Turkish occupation army and settlers form mainland Turkey. Finally, while the continued occupation of 37% of Cyprus by Turkey is an international issue and not a bilateral problem between Greece and Turkey, it puts a very severe strain in Greco-Turkish relations. A just viable solution of the problems caused by the 1974 invasion would lead to a substantial improvement in relations between Greece and Turkey. It would also remove a major obstacle to the further strengthening of Turkeys relations with the E.U. 24 years after Turkey invaded and occupied 37% of Cyprus, turning over 200.000 of its inhabitants into refugees, the problems created by the Turkish invasion remains unsolved. The end of the Cold War marked the beginning of a new era, in which respect and cooperation between nations, commitment to human rights, democracy and the rule of law are recognized as being of capital importance. Within this new environment, the Cyprus issue is not only a glaring anachronism but also continues to be a factor of potential instability in the South-Eastern Mediterranean. Hence, besides a moral obligation, the international community has an additional reason to contribute to the efforts for a just and viable solution. At least 15 percent of Turkeys population consists of ethnic and religious minorities. Turkeys Constitution provides a single nationality designation for all Turks and thus does not recognize ethnic gro ups as national, racial, or ethnic minorities. Citizens of Kurdish origin constituted a large ethnic and linguistic group. Millions of the countrys citizens identified themselves as Kurds and spoke Kurdish. Kurds who publicly or politically asserted their Kurdish identity or publicly espoused using Kurdish in the public domain risked public censure, harassment, or prosecution. However, Kurds who were long-term residents in industrialized cities in the west were in many cases assimilated into the political, economic, and social life of the nation, and much intermarriage has occurred over many generations. Kurds migrating westward (including those displaced by the conflict in the southeast) brought with them their culture and village identity, but often little education and few skills. As part of its fight against the PKK, the Government forcibly displaced noncombatants, failed to resolve extrajudicial killings, tortured civilians, and abridged freedom of expression. The PKK committed widespread abuses, including the frequent murder of noncombatants, as part of its terrorism against the Government and civilians, mostly Kurds. Estimates of the total number of villagers forcibly evacuated from their homes since the conflict began vary widely from 330,000 to 2 million. A credible estimate given by a former Member of Parliament from the region is around 560,000. The initiation of armed insurrection by the Kurdistan Workers Party (Partiya Karkere Kurdistan- PKK) in 1984, along with the increasing international media interest in the Kurds of Iraq beginning in the mid-1980s, compelled some members of Turkeys political elite to question government policy toward the countrys Kurdish population. Turgut Ozal, who became prime minister in 1983 and president in 1989, broke the official taboo on using the term Kurd by referring publicly to the people of eastern Anatolia as Kurds. Subsequently, independent Turkish newspapers began using the term and discussing the political an d economic problems in the eleven predominantly Kurdish provinces. In 1991 Ozal supported a bill that revoked the ban on the use of Kurdish and possession of materials in Kurdish. I think that human rights are the biggest issue why Europeans don’t want Turkey to enter the European Union. How should we allow entering EU a country which doesn’t support human rights? As we know Turkish people had a lot of time to change almost 20 years. And I think it is not possible to change the mentality of a nation, only if all individuals in this nation want to change their way of life. In Turkey, individuals don’t have a right to discuss the human rights; it is still limited freedom of speech and press. The Government, particularly the police and judges, limited freedom of expression through the use of constitutional restrictions and numerous laws as Penal Code articles 312 (incitement to racial, ethnic, or religious enmity); 159 (insulting Parliament, the army, republic, or judiciary) and 160 (insulting the Turkish Republic). Individuals can not criticize the Government publicly without fear of reprisal. Government continue to restrict expression by i ndividuals sympathetic to some religious, political, and Kurdish nationalist or cultural viewpoints. People who have active debates on human rights and government policies, and particularly on issues relating to the countrys EU membership process, the role of the military, Islam, political Islam, and the question of Turks of Kurdish origin as minorities; these people risk by wrote or spoke out on such topics prosecution. Here are some examples what can happend to anybody in Turkey for freedom speech and using other language as Turkish. Parliamentary candidate Ruknettin Hakan was for 6 months imprisonment for making propaganda speeches in a language other than Turkish. Other case is, when authorities arrested and indicted teacher Hulya Akpinar for comments she made during a conference on the alleged genocide of Armenians under the Ottoman Empire. Prosecutors charged other six teachers for following Akpinar out of the conference. Akpinar was temporarily dismissed from duty following her arrest. According to â€Å"Reporters Without Borders†, four journalists were in jail at the end of 2002 for speech violations. The Committee to Protect Journalists claimed there were 13 journalists in prison at the end of 2002. According to the Government, there were no journalists held on speech violations in either 2002 or the reporting period, although at years end, there were 34 prisoners claiming to be journalists who were charged with a variety of crimes. The different figures reflected disagreement over which prisoners were legitimate journalists, and which were jailed for carrying out their journalistic duties. How we can see Turkey does not make any progress in issue of freedom of speech. So, how Turkey can become part of EU when they do not have the most important human right as it is freedom of speech. Other problem in Turkey is problem with Kurdish and their language. It was a lot of cases when people were rested and had problems just because of using this lan guage. The law allows broadcasts in the traditional languages of the country, other than Turkish, including Kurdish. But there are some regulations of using Kurdish language and so it is set strict time limits on such broadcasts as 45 minutes per day, 4 hours per week on radio and 30 minutes per day, 2 hours per week on television. There is also regulations which require that non-Turkish radio programs have to be followed by the same program in Turkish and that non-Turkish television programs have to have Turkish subtitles. Also parliament passed legislation to establish of language courses teaching traditional non-Turkish languages. But local authorities had not given permission for any such courses to open. On south-east has found that Kurdish language education is high and in spite of it there was closure of all 7 of the area private language schools. Governments said that it was because of lack of interest from students and for failing to provide adequate legislative and materia l support to enable the school survive. Also there was some actions, of police harassment, were taken against the pro-Kurdish DEHAP party. Police arrest DEHAP Chairman Tuncer Bakirhan and singer Haluk Levent, and six others in connection with a concert in Germany during a Kurdish cultural festival. Concert participants reportedly displayed KADEK-related pictures and banners; authorities charged the detainees with separatist propaganda. There is also Kurdish Human Rights Project (KHRP) and non-government organization which is independent voluntary association of people acting together on a continuous basis, for some common purpose, other than achieving government office, making money or illegal activities. NGO in Turkey says: â€Å"Every single day we receive a petition from Kurdish people who have been forcibly removed from their land, whose relatives disappeared or have been killed, or who have been tortured.â€Å" Here is other example why Turkey should not enter the EU: Turkish people and government can live with other nation then theirs, they limit Kurdish people and they my start limited European countries and nation after enter the European Union. I conclusion, based on the facts given in our essay, we assume that the entering of Turkey to the European Union would be only a loss for the EU and therefore it is undesirable. The main obstacles are still human rights and the attitude towards the Kurds and Cyprus. In addition, Turkey does not meet the basic requirements given to them by Copenhagen. Moreover, the membership of Turkey could endanger the economical and political consistency of the Union, cause extremely high migration into the Western Europe and cause crime problems. 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