Avrupa Birliği Eğitim Politikalarının Ortaöğretim ve Yükseköğretim Çerçevesinde Türkiye Eğitim Politikaları Açısından İncelenmesi

Abstract

When evaluated in terms of Turkey's education policies, it can be said that the orientation of the education system remains mostly at the individual level, and the determined goals do not determine the direction of economic development. The Council of the European Union expects contributions from education in the direction of ensuring individual development, ensuring social development based on democracy, and raising the human power required by the economic and technological revolution. Education is seen as the main tool in eliminating the negative effects of globalization, information society and technological developments. The role of education in this process is to ensure full access to information for everyone and to develop the capacity of individuals to participate in economic life. It can be said that the main expectations for education in Turkey, where the literacy rate is low and girls are not sent to school, are in the direction of increasing the literacy rate and attracting the population of the age, especially female students, to the education system. The application of the European Dimension, which is one of the most prominent concepts here, differs according to school types and steps. While applications based on personal experiences are mostly included in primary education, the European Dimension is associated with the relevant career process in vocational education. Secondary education in the European Union is considered as the level of education where qualified manpower and individuals who will lead Europe's competition policies will be trained, and it is included in the scope of compulsory education in the vast majority of countries in the European Union. For this reason, completing secondary education in the European Union is at least as important as completing primary education. At the same time, the European Union considers the transformation of higher education mandatory. The necessity of this transformation in higher education is brought about by old forces such as state and public pressure for responsibility and transparency, costs, effectiveness, quality assurance and efficiency, as well as new forces such as new stakeholders of higher education, rapid changes in technology, changing social demands for renewable skills in the global era. Key Words: Education Policies, Secondary Education, Higher Education, European Union