Evaluation of national educational policies from 1960 up to present

Countries of the modern world give utmost importance to their education systems to preserve their political, social and cultural entities. Every country feels the obligation lo reach the ideal citizen to preserve its national entity as well as to act in conformity with the concept of universal human rights. From this point of view, both national and historical values and universal standard patterns form the framework of the criteria that the educational policies of the countries are based on. It can be claimed that constitutions and educational laws change throughout time due to the changes in societies and requirements of the period. Constitutional amendments and revisions define the characteristics of educational policies; the educational laws indicate the starting point of formation of educational policies. Constitution, general framework of the laws, educational legislations as well as Five Year Development Plans, National Education Councils and Government Programs play an important role in determining the educational policies in Turkey. Particularly in the period of Planned Development of post 1960s, the main principle of National Educational Policies of Turkey was to be in conformity with the general development plans and this principle has been reflected in National Education Councils to some extent. However, whether the Government plans and practices have fulfilled the requirements of planned development has always been a controversial topic. Understanding and evaluating the educational policies, which have been pursued since the planned development period, exploring the changes and practices in near past educational policies are essential to form an idea about the future of Turkish Educational System. The main objective of this research is to describe and evaluate the characteristics of National Educational Policies of Turkey from 1960s to today. These educational policies are based on the following; (1) Constitution and educational laws, (2) Educational policies of Five Year Development Plans, (3) Resolutions of National Education Councils, (4) Educational policies of Governments. IXNational Educational Policies have been examined in terms of formal education, non-formal education and teacher training dimensions whereas finance policies and educational policies in foreign affairs have been excluded from the research. This research firstly describes the Constitution of Turkish Republic and educational legislations, thus revealing the general purposes and principles of National Education System of Turkey. Educational ideals of Turkish Education System after 1960s have been determined by 1961 Constitution, 1982 Constitution, Law of Primary Education No. 222, Basic Law of National Education no. 1739, University Law no. 1750 and Higher Education Law no.2547. Additionally, 5 Year Development Plans, National Education Councils and Government Programs have been analyzed in order to evaluate the National Educational Policies. Survey method has been used in this study and the data has been gathered through examining the literature. In assessment and evaluation of the data, personal opinions over laws, documents, legislations, regulations and practices concerning educational policies have been described, compared and contrasted and discussed. Findings of the study reveal that practices of National Educational Policies are inconsistent with the theoretical basis; educational policies fail to pursue a scientific and objective pattern; they are generally subject to political trends and finally, educational policies are unstable. This study has been limited to formal and non-formal education, teacher training dimensions of National Educational Policies from 1960s to today, which are mainly determined by Constitutions, educational laws, Five Year Development Plans, National Education Councils and Government Programs.