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Submission of application form clearly stating the grounds for participation in the
project, which includes motivation letter and evaluation candidate’s qualities to actively
participate in project activities (Questionnaire or inquiry form).
As the objectives requires some essays regarding the keywords in the project, the handbooks
both for the lecturers and students were written in three languages-in Turkish, English, and
Bulgarian- in order to change the syllabus and add defined universal notions to increase the
awareness among the students. Although all the titles and contents of the subjects were the same
both in the students’ and teachers’ handbooks, the topics in the handbooks for the teachers were
more comprehensive. These topics were taught in the five departments and the teachers had a
signature sheet with the date, subject of the day, and both the students’ and teachers’ signature in
order to prove that they had the lesson with the program the expert lecturer prepared for the
project.
The content of the handbooks were:
1- The subjects concerning the Department of Philosophy
1. The scope and Legal Basis of Human Rights
2. The Discrimination and Racism in the Postmodern World
2- The subjects concerning the Department of Education
1. Human Rights Education in Turkey
2. Hidden program in the Intercultural differences
3- The subjects concerning the Department of Social Sciences
1. The Importance of the emigration from Bulgaria to Turkey in the Cultural
Amalgamation of the Balkans
2. Demographic Characteristics of Bulgaria and Turkey: A Comparative Study and Its
Results
4- The subjects concerning the Department of Foreign Languages
1. The valuable Contributions of the Turkish Poets, Who were Born in Bulgaria and
writes in Bulgarian, in terms of Ethnic Tolerance
2. The Importance and Functions of the Turkish Words in Bulgarian in terms of the
Intercultural Dialogue
5- The subjects concerning the Department of History
1. The Identity and Culture in the National and Universal Dimensions
2. Globalization and Multiculturalism
There are two surveys about intercultural dialogue for the students. The first survey was carried
out before the topics in the handbooks were taught and the second was done after the subjects
were taught.
The development of “university code of intercultural behavior” is facilitating the process of
intercultural dialogue for the students and the lecturers. Building and equipping university
centers will contribute to the inter-country dialogue and education of university students and
lecturers.
Training of student and lecturer multiplicators for implementation of new innovative
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Convention