Analysis of the public policy reformprocess of 4+4+4 education system in Turkey
Başlık çevirisi mevcut değil.
- Tez No: 716176
- Danışmanlar: DR. EVRİM TAN, PROF. ELLEN CLAES
- Tez Türü: Yüksek Lisans
- Konular: Siyasal Bilimler, Political Science
- Anahtar Kelimeler: Turkey, education policy, 4+4+4, conservatism, NPM, quality of education, equal access to education
- Yıl: 2020
- Dil: İngilizce
- Üniversite: Katholıeke Unıversıteıt Leuven (catholıc Unıversıty Of Leuven)
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
Özet yok.
Özet (Çeviri)
The new education policy of Turkey, also named as the 4+4+4 system, was adopted in 2012 under the AKP government. Even though this policy created many reactions among the public and experts, none of these criticisms has the endorsement of an in-depth analysis of the 4+4+4 policy. With the motivation from this gap in the Turkish educational policy literature, this study provides an insight into the new Turkish education policy by conducting public policy analysis. By employing the policy cycle framework with a convergent mixed method, this case study answers the following research questions: What were the policy goals of the new education system? How effective were the policy outcomes to meet the policy goals? Which factors were influential in the development of the 4+4+4 education policy? Public policy as a socio-political reality is created through discourses. Hence, this research employs discourse analysis with an inductive approach to related policy documents, laws, and secondary sources. Statistical analysis of the numerical data on the education system, as a quantitative method, is adopted to complement the qualitative discourse analysis. This study questions the influential factors in the development of the 4+4+4 policy by developing four hypotheses related to New Public Management (NPM), conservative ideology, quality of education, and equal access to education. In testing these hypotheses, each stage of the 4+4+4 policy is applied to the analytical framework and analyzed through discourse analysis in the first place. Thus, an insight into the policy goals, implementation process, outputs, outcomes, and new policy problems is provided. Simultaneously, changes in the policy inputs, outputs, and outcomes are compared and analyzed through statistical analysis to assess the influential factors in the development of the 4+4+4 policy as well as its effectiveness. While the changes in Programme for International Student Assessment (PISA) scores enables an understanding of whether the reform improved the quality of education, the examination of changes in the number of Imam Hatip and private schools reveal whether the policy goal was in line with NPM aims of efficiency and effectiveness or was ideologically driven by complementing findings from phase one. After the responsiveness of the findings to hypotheses are assessed in the discussion section, limitations of the policy cycle framework are addressed, and a new framework -the Snail Model- for public policy analysis is proposed. In conclusion, the findings of this research provide insights into the new education policy and shed light on the influential factors on the development of the 4+4+4 system. Moreover, this study contributes to the Turkish educational policy literature by proposing the Snail Model as a guide for future research.
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