Çeyrek yüzyıllık bir bütünleşme eğilimiyle gündemde olan Türk Dünyasının bu eğilimindeki en önemli boyutlardan birisi şüphesiz eğitim boyutudur. Dünyasındaki bütünleşme eğilimi, gerek ülkeler arasında imzalanan ikili anlaşmalar ile gerekse ülkelerin süreç içinde vücuda getirdiği ortaklık yapılarınca hep dile getirilmiştir. Bu eğilim kardeş ülke ve topluluklar arasında var olan tarihsel bağların, eğitim ilişkileri ile daha da güçlendirilmesi şeklinde bir irade olarak ortaya çıkmıştır. Bu çerçevede yirmi yılı aşan süreçte karşılıklılık esasına göre öğrenci, eğitici, araştırmacı, personel, bilgi ve tecrübe değişimine yönelik faaliyetler ve projeler gerçekleştirilmeye çalışılmıştır. Bu sürede edinilen tecrübelerle birlikte daha etkin bir eğitim işbirliği için çözümler üretilmeye çalışılmaktadır. Her ülke kendi eğitim sistemini büyük beklentilerle yapılandırmaktadır. Türk Dünyasında eğitim alanında gerçekleştirilen işbirliğini daha etkin hale getirmek, özelde ülkelerin eğitime ilişkin kendi beklentilerine elverişli çözümler üretmelerine fayda getirecektir. Türk Dünyası bu anlamda önemli bir değer ortaklığını ifade etmektedir. Genelde ise Türk Dünyasındaki bütünleşme eğilimine güncel şartlar göz önüne alındığında en anlamlı katkıyı sağlayacaktır. Bu hedeflere ulaşılabildiği takdirde temsil ettiği değerlerle ve tarihiyle Türk Dünyası, çağdaş dünyanın sorunlarının çözümüne de önemli katkılar sunabilir. Bu amaçlar ve mevcut şartlar dikkate alındığında, eğitim alanındaki işbirliğini ve eğitim hareketliliğini nicelik ve nitelik açısından daha da artırmak ve Türk Dünyasına homojen bir biçimde yaymak gerekmektedir

For a quarter century, one of the most important dimension of the integration trend in the Turkic World is decidedly, education. Integration trend in the Turkic World which is proved with the newly independent countries is always figured out by either in the bilateral agreements signed between Turkic countries or partnership institutions whichs are established in the process. This trend emerged as a will to make stronger the existing historical connections between the sibling countries and communities. In this context, in excess of twenty years period, it was tried to realize the projects and activities through the changing student, educator, researcher, staff, knowledge and experience on the basis of reciprocity and is tried to make solutions for effective educational cooperation by the experiences that are acquired in this period. Each country establishes the self educational system with the great expectations. To make effective cooperation in the sphere of educational scope in the Turkic World, in particular, is beneficial for convenient educational solutions that all countries want to make. In this context, Turkic World figures out the important value tie-up. In general, effective cooperation in education provides the most meaningful contribution to the integration trend in the Turkic World when considered the contemporary conditions. If these goals can be achieved, Turkic World, with its history and the value it represents, can make serious contributions to resolve the problems of the contemporary world. When these goals and present conditions are considered, it is necessary to increase educational cooperation and mobility quantitatively and qualitatively and to spread them to Turkic World homogenly Starting from nineties by the liberation of the Turkic Republics, the value of the reality which is named as Turkic World starts to decrease. From that day, the Turkic World becomes a reference point for those countries whom tries to realize the ideal of development, including Turkey. Like other integration models, Turkic World comes forward as an agenda of integration. However as being different from other integration moves around the world which is guided by diplomacy and in which some sort of conjunctures are sleeked and constructed, the Turkic World, represents the integration of brothers who are separated by the outer sakes and already have conjunctures. In this study it is aimed to highlight the opportunities through which the integration would be possible as well as the reasons for the integration. Firstly, what are the reasons for the integration in the Turkic World? That's to say, what is the reason for any integration? Is integration anything that should be taken as sine qua non? It is possible to figure out some sort of forms of the reasons and occasions of the integration in the Turkic World. It is also possible to approach to the case as a sample of a special process of integration of Turkic States and Communities or sample of inter-state relations. The Turkic World as a structure although its ethnic and linguistic similarities, being contained such a many state, entails it to evaluate as a special case which has no much other example - Arabic World also could be regarded as such. Taken from this perspective, regardless of a universal social science agenda, it entails a social science agenda provided with new concepts and peculiar for the actual situations and problems through which Turkic World could criticize itself. But, it can be purported that there is no example of any given scientific and conceptual line of debate. In actual situation even Turkic World states and communities are related with the actual subjects of sociology such as the actual debates of globalization and formations of nation state. However, the subjects peculiar to the concept and structure of the Turkic World, does not overlap properly to the mainstream debates of sociology and necessitates a domain of debate which entails some sort of different emphasizes if not wholly excluded. Therefore it is beneficial to take the subject of the integration of the Turkic World both from a first dimension which is unique and discrete from universal context and from a second dimension which is very close to universal dimension. When it is taken as initially as its first dimension, the integration in the Turkic World as a unique process, a point should be underlined. Here the uniqueness does not emanate from any kind of assumption, fiction or arbitrary position, contrary it is basically emanates from the same ethnicity and language and represents a situation mainly relates with a waste geography and various states. In other words there many integration moves and practices in the world at large but less of them operates with a common language, culture and ethnicity like in the case of the Turkic World. If it is just to say, many of the integration strategies which are witnessed today's world, could be regarded as attempts to integration, unification and resemblance in a political manner, on the other hand in the Turkic World the case and the struggle is constructing a politics through actual entirety, resemblances and unification. Integration can be justified also through other developments pertaining to the today's world's more realistic argumentations regardless of those of more romantic and sentimental, as it is mentioned as secondary dimension, which contains the technical explanations. The tendency to war which is never given up by political actors, the struggle for interest that can be regarded as institutionalized throughout the world and inhuman political actions which operates in spite of all legitimating attempts, can be taken as the general scenario of the today's world. Another point which should be touched upon in the context of the second dimension of the justifications of the integration, as it is mentioned above, is the attempts of the integration as in the form of the international organizations which widely known in the world. Today it is seen that the states are in the search of integration and solidarity especially on the social, economic and cultural domains. It is important to emphasize and distinguish two points pertaining to the contribution of the education to the integration. First point is the situation of considering values peculiar to the Turkic World while each country arranging its own education services. Remembering, introducing and doing such values in synchronizing way, not only countries degrease the efficiency of the educational services in an age where is the education of values are lacking, but also through an activation of commonalities inherent to the values, they can contribute more to the integration at stake. Today there are some obstacles stems from radical movements feeding by ignorance and overdose modernization which is lacking values before raising such generations which have got these values. In order to overcome these handicaps it is compulsory to make generations remember these values of the Turkic World. Second point is that in the each layer of education by the help of the student and instructor exchange, it could be beneficial in way of integration to make together such brothers who drew apart for a long time. Through many agreements signed for the sake of integration in the Turkic World and in the activities of the Turkic Council one of the frequently emphasized issue is providing mobilization over education in the frame work of educational cooperation. The contribution of educational mobilization to the integration can be understand basically from the emphasis of EU to the educational mobilization while constructing a European identity. The Turkish Universities Association founded in the body of Turkic Council and also Orhun (Orkhon) Exchange Program should be taken in this context. It can be said that this advancements are important initials in order to grasp future objectives. The success of the program, should be spread throughout Turkic World homogeneously being conscious of the amount of the effort it entails. The integration in the Turkic World, is the expression of an important process which will be occur with the pride and intention of Turkic States and communities. It is tried to evaluate in this study to some factors both comes from inner and outer origin operates in the realization of this process. In this framework, while world conjuncture forces nations to be in some sort of solidarity, it is witnessing many unification stories around the world. It is a known situation that some of them are successful and some of them not. As it is certain in spite of some other developments, one of the successful and popular example is EU. It is not wrong to insist that EU has tried to build an integration through political objectives and if it is compared with other organizations it has gained some sort of success. It is also known that there is a tendency of integration among the Turkic World with its complicated geography, demography and structure. In this respect, it can be said that being free from the tendency of solidarity as a result of the world conjuncture, The Turkic World is in the tendency of integration through the ties of brotherhood, union and commonalities - whatever the name is. This actual state because of the nature of things, is a form of integration that not necessitates any justification, moreover it is an experience of integration that necessitates an explanation because of being not integrated. In this respect, the efforts that lasts for a quarter century still goes on the way of integration. Apart from this and at the same time, the necessity for integration which is thought as depends on the processes such as world conjuncture and globalization also viable for the Turkic World which continue its existence as singular states and nations. So, Turkic World is a structure which reflects integration tendency either in the form of voluntarism or in the form of compulsion. Without doubt it will not be an unproblematic and easy on the way process and it could not be expected. It is obvious that the obstacles which will be raised out in the context of world order or international political relations about this subject will not be surprised anyone. So one of the important dimension of the Turkic World which operates on a peculiar way with all these advantages, possibilities and obstacles is the dimension of education. In this study, the education relations are taken two folded. Firstly by erecting education on the common values supplies not only a force to integration but also gives each country the benefits of more value oriented education. It can be taken at the same time as a perspective to strengthen the humanistic values and peaceful circumstances throughout the world. From this framework, although the conditions are predictably difficult, it can be said that some certain measures are taken. Turkic World can provide humanistic solutions to the both universal and its own problems, through bringing up again its historical and cultural values, as well as its important figures (Hodja Akhmet Yasavi, Dede Qorqut, Farabi, İbn-i Sina etc.) by the way of education. It can be said that the developments on the domain of education is hopeful. The second dimension is the subject of educational mobilization which is more concrete and triggering element of integration. As demanding a strong financial power, this dimension is a desired and struggled to achieve from the first day of its occurrence as an exciting agenda. Although it is still waiting as an unachieved project with respect to the targets because of some sort of difficulties, it can be seen that through new applications and their professionalization by the time. However it can be emphasized that it entails serious amount of working. On the other hand it can be argued also that there is a need to more deep political efforts of all social and administrative pure-minded actors in order to let Uzbekistan and Turkmenistan to attend those processes. Otherwise it will be remain as an incomplete endeavour besides its actual deficiencies.