23 SES 09 C, Policy Actors from European Edges
The Turkish Education system has been identified as failing systems (Güven, 2012; Şimşek, 2015). Recent PISA 2015 results for Turkey shows a steady decline in all three areas- Math, Science and Reading. Turkey is one of the three countries in the bottom together with Chile and Mexico (Educational Reform Initiative Report on PISA 2015, 2016). Even though, there has been a major curriculum reform in Turkish education system – namely Constructivist curriculum - in 2005, the policy implementation phase has not been very successful due to lack of comprehensive evaluation of the new policy (Nir, Kondakci, & Emil, upcoming). Beyond the constructivist curriculum reform, the Educational Reform Initiative (2016) points out the major educational policy changes, such as 4+4+4 reform, principal appointment, re-structuring the Turkish Ministry of National Education (MEB), closing private tutoring houses, which have been implemented within very limited time frame without going through proper policy implementation cycles. As a result, Turkish educational system is suffering from major issues like quality in teaching and learning, the lack of public expenditure on education, equal access to education or educating the disadvantaged students. Currently, MEB has announced the most recent curriculum reform on its website (http://mufredat.meb.gov.tr/) inviting all stakeholders to provide feedback on the content of the curriculum. This reforms includes all the levels (Primary, Middle School and High School) and all the subject areas in Turkish Education System. However, the policy change has again been introduced without following a proper policy definition and formulation that considers the research findings on the constructivist curriculum and other issues in Turkish education system. The policy implementation will be carried over within the next 6 months period. The purpose of this paper is to analyse the three stages (problem definition, policy formulation and policy implementation) of the proposed policy change during that time frame. Document analysis and analysis of the printed media will be utilized to evaluate the policy reform in terms of above mentioned stages and set of suggestions in terms of policy implementation will be presented.
Educational Reform Initaitive Report on PISA 2015 (2016). Retrieved from http://www.egitimreformugirisimi.org/sites/www.egitimreformugirisimi.org/files/ERG%27den%209%20Maddede%20PISA%20De%C4%9Ferlendirmesi%20-%20161222.pdf Guven, İ.(2012). “The 4+4+4 School Reform Bill and the Fatih Project: Is it a Reform?” Elementary Education Online, 11(3): 556–577. Şimsek, H. (2015). Yeni Toplumculuk ve Yeni Toplumcu Eğitim. Ankara: İmge. Nir, A., Kondakçı, Y. & Emil, S. (Upcoming, 2017). Travelling policies and contextual considerations: On threshold criteria. Compare: A Journal of Comparative and International Education. DOI: 10.1080/03057925.2017.1281102.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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