The analysis of the changes in the Turkish national education system from the year 2000 on

The changes in the Turkish National Education System and the effects of these changes on the whole system have been frequently discussed since 2000.Despite of all these discussions, it has been seen that there is a lack of a research that reveals the changes made in this period in a holistic perspective. The aim of this study is to illustrate, the changes, date of these changes, field of them in the Turkish National Education System between 2000 and 2019. In addition it is intended to illustrate what changes are made and what the consequences of these changes between 2000 and 2019. Because of these reasons descriptive survey research method was used. In this research, the numerical changes, understanding, implementation, legislation and some parameters in the Turkish National Education System are included. To gather the data The Ministry of Education's, other ministries and institutions', various national and international organizations', trade unions and non-governmental organizations published printed and electronic sources were used. After the content analysis and literature review twelve items were obtained. These items are education programs, selection of training managers and methods of appointment; teachers' training, employments and rights; physical equipment, materials and technology; school types and educational levels, university education; new management approaches; control system; measurement, evaluation and exam system; informal education and education activities for Syrian refugees; special education and international exam. Although hundreds of changes have been made under the 12 headings after 2000, it is seen that the chronic problems of the education system still continue. When the changes are evaluated, many changes have been made on different dates on the same subject but it is seen that the changes cannot go beyond being copies of each other due to the fact that problems are not addressed within the system integrity. Although many changes have been made it is returned to the point where it was started. Because the first focus in the education system should have a philosophy that is accordance with the identity and codes of society but the changes lack this philosophy. In spite of all these changes the social dissatisfaction that remains unchanged can only be overcome as a result of the steps to be taken in accordance with this philosophy in other areas after the introduction of a genuine educational philosophy.