Textfeld: The Turkish minority of Western Thrace encounters serious problems in the field of education 
Although the Turkish minority of Western Thrace is granted with the right to have education in its native language, and it does have an autonomy in the management of its educational institutions by the Treaty of Lausanne signed between Greece and Turkey in 1923, and by the bilateral educational agreements, the Educational Agreement (1951) and the Cultural Protocol (1968), it is subjected to pressure in the field of education. 
There is no single kindergarten in Western Thrace, in which Turkish minority children are educated in their native language. Although the administration of kindergartens in general are subordinated to the local governments, the Turkish municipalities have been deprived of this authority. There are only two secondary schools, where the education is in Turkish. That is why many Turkish minority children have to continue their secondary school education at other schools, where education is only in Greek. In the surroundings of the villages, there are no secondary schools. Therefore, the minority children have to attend schools in the towns. The teachers, who teach at these schools, are not able to speak Turkish and do not dispose of a Turkish-speaking background. In Treaty of Lausanne signed between Greece and Turkey in 1923, and by the bilateral educational agreements, the Educational Agreement (1951) and the Cultural Protocol (1968), it is subjected to pressure in the field of education. 
There is no single kindergarten in Western Thrace, in which Turkish minority children are educated in their native language. Although the administration of kindergartens in general are subordinated to the local governments, the Turkish municipalities have been deprived of this authority. There are only two secondary schools, where the education is in Turkish. That is why many Turkish minority children have to continue their secondary school education at other schools, where education is only in Greek. In the surroundings of the villages, there are no secondary schools. Therefore, the minority children have to attend schools in the towns. The teachers, who teach at these schools, are not able to speak Turkish and do not dispose of a Turkish-speaking background. In the villages and village schools, there are no libraries the villages and village schools, there are no libraries.