Investigation of the education policies in the 2002-2012 term of governments

This work covers the education policies of the governments of the period between 2002 and 2012. The study focuses on the changes in education in the period of 58th, 59th, and 60th governments. The research evaluates the politics of the governments in education between 2002 and 2012, their reforms and the educational effects of their actions. The study was prepared with the descriptive pattern and statistics of the Ministry of National Education and the studies related to the subject were analyzed and interpreted. The educational policies of the 58th, 59th and 60th governments established between 2002 and 2012 were evaluated in the study. The fundamental transformation that has taken place in the education system such as 4 + 4 + 4 compulsory basic education practice, curriculum changes, distribution of free course books to students, changes in the system of passing to high school, schooling rates, changes in high school level education period, FATIH project, managerial and teacher assignments and numerical changes at every level of education has been examined. In this context, it was discussed how much of the plans and the goals related to education in government programs were realized. From this point of view, it can be said that the targets determined in the government programs during the period evaluated were mostly realized. There has been some debate in public about the fact that some practices carried out in the period of 2002-2012 have been realized without an adequate preparation. The practice of compulsory basic education as 4 + 4 + 4 and FATİH project are the examples of these debates. The main element in ongoing debate is the negative consequences of unfavorable practices in research and preparation. As a versatile and dynamic system, education has a fragile structure against rapid political changes. Therefore, changes and transformations made with the lack of any basis can bring about significant negative consequences if they do not have an optimal transition period. For this reason, it is thought that it is more rational for pedagogical facts and the necessity of the age to be handled by eliminating the political changes.