Clinging to the Classical

The Gender and Sexuality of Armenia

The aim of this research is to examine the decisions taken at the national education councils in the context of the teaching profession. The study employed a qualitative research method as it was aimed at making inferences from national education councils (NECs) in terms of the teaching profession. In the current study, NEC decisions (1-20) on the Ministry of National Education (MoNE) website (www.meb.gov.tr) were used as documents to derive new meanings for the teaching profession within the scope of NECs. The teaching profession in NECs can be viewed under two themes. These are managerial aspect of the teaching profession and stakeholder aspect of the teaching profession. NECs bring up different aspects of the teaching profession. They show that the decisions taken based on the agenda have both management and stakeholder dimensions of the teaching profession. The essence of the decisions taken in NECs in the context of the teaching profession is to raise the status of the teaching profession. In addition, teacher-centered decisions were made in some NECs (10, 18, 19). In this respect, the current study will contribute to the field by bringing different perspectives on the teaching profession to the agenda. Based on the results of the study, the following suggestion can be made: Although it is important to constantly bring the same issues to the agenda in NECs, a mechanism should be established to monitor the decisions taken. In this way, changes and developments in the process should be monitored.

This study aimed to examine Turkish education policies between 1980-2014 through the decisions in the meetings of the Turkish National Education Council and the indexes of Journal of Announcements in terms of Fullan's Educational Change Model. Historical research, a qualitative research method, was used in the study. The data obtained from the written documents were coded using the five dimensions of the Educational Change Model, and agenda items were retrieved. Frequency distributions were obtained and percentages were calculated. The scope of the study covered the period between 1980-2014. The decisions by the National Education Council and 33 indexes of the Journal of Announcements published after 1980 were examined in terms of the agenda items. The results showed that the most frequently addressed item in the meetings of the National Education Council was the dimension 'improving the conditions of work' and in the indexes of the Journal of Announcements it was the dimension 'curriculum'. The decisions related to the dimension 'teacher learning' were the least addressed items both in the Journal of Announcements and the National Education Council. The meetings of the National Education Council held between 1980-2014 did not include agenda items that represented all dimensions of the Educational Change Model. This shows that the council decisions regarding teacher learning are not paid due attention during implementation. It can be argued that in structuring and development of educational policies, all dimensions of educational change should be attached the same level of importance and studied as a whole.

The aim of this research is to examine the National Education Councils (NECs) in the context of school management and to reveal the NECs’ reflections on today's education system. The documents within the scope of the study (19 NECs and 14 official documents) were analyzed through descriptive analysis. As a result of the analysis, decisions regarding school administration were made in 12 of the councils. In addition, 4 dimensions came to the fore in terms of school administration. These are (i) personal rights, (ii) training needs, (iii) duties and responsibilities, and (iv) management style. According to the research findings, decisions regarding school administration have important reflections on today's education system. Therefore, NECs can be considered as an implementation of governance and educational planning. As a result, it will be beneficial to continue the NECs to effectively solve the problems of today's education system with the participation of stakeholders.

The History of Turkish and Cyprus Turkish Education Teacher Training Policies Teacher Training in National Education Councils and Development Plans

The aim of this study is to make inferences about education management policies based on the decisions taken in the National Education Councils (1-20). In the study, qualitative research method and document analysis were used. The study was also based on National Education Council (NEC) decisions, which are available on the official website of the Ministry of National Education, Board of Education and Discipline, and whose full texts have open access. Some of the decisions taken in NECs involve various issues related to educational management. As a result of the analysis of the research data, six themes emerged. These; legislation, organizational structure, curriculum, educational practices, environment and teacher- education manager. Decisions regarding these themes are made at different education levels (pre-school, primary education, secondary education, higher education). In addition, not only education levels are used in determining educational management policies within NEC decisions; many factors (legislation, curriculum, educational practices, environment, teacher-education administrator) are effective. The themes identified in the study are interconnected and supportive of each other. Based on the findings of this study, it is recommended to establish a control mechanism to better monitor education management policies based on the decisions taken in NECs to understand whether or not they are implemented or to what extent they are implemented.

The Eighteenth and Nineteenth Century Ottoman Attempts to Catch Up with Europe

Османи на трьох континентах, пер. з турецьк. О. Кульчинського

Ülke kalkınması açısından oldukça önemli olan eğitim politikaları, kamu kesimi tarafından eğitimin yaygınlaştırılmasına ve geliştirilmesine yönelik alınan tedbirler olarak tanımlanabilir. Ülkenin eğitim politikası öncelikle kalkınma planlarında saptanır. Kalkınma planları, ülkenin ekonomik, sosyal ve kültürel alanlarda, uzun dönemde gerçekleştireceği büyümeyi ortaya koyan temel politika dokümanlarıdır. Kalkınma planlarının ana hedefi; vatandaşların refah seviyesini yükseltmek ve nitelikli yaşam koşullarına erişmesini sağlamaktır. Bu araştırmada, okul rehberlik ve psikolojik danışmanlık hizmetleri (PDR) yönetmelikleri, ilgili kalkınma planları ve Milli Eğitim şûra kararları, PDR meslek alanına ilişkin amaç ve görev tanımları açısından yaklaşımlarındaki benzerlik ve farklılıklara bakılmış ve birbirleriyle uyumları incelenmiştir. Araştırmada nitel desenli doküman analizi tekniği kullanılmış olup 11 kalkınma planı, 5 MEB yönetmelik ve yönergesi ve 2 Milli Eğitim Şûrası incelenmiştir. Çalışmanın sonucunda Milli Eğitim Bakanlığı’nın, okul PDR hizmetlerine yönelik hazırladığı yönetmeliklerde ve tavsiye kararı aldığı şûralarda, kalkınma planlarının kararlarına duyarlı ancak, kendi bakanlığı tarafından yapılmış önceki planlama ve düzenleme çalışmalarıyla uyumlu, destekleyici ve kavram birliğini gözeten bir tutum izlemediği saptanmıştır.

In the formation of sovereignty of states, there are three powers, namely legislative, executive and judicial. The positioning of these three forces and the creation of parliamentary, presidential and semi-presidential government systems, known as democratic government systems, are among the important subjects of political science. The way to serve its citizens, which is one of the reasons for the existence of a state, is through public policies. Government systems are highly effective and decisive in the public policy process as well as in all areas of countries. Demands for a change in the government system, which have been going on for many years in Turkey, aimed to ensure political stability by eliminating the excessive dependence of the executive on the legislature brought by the parliamentary government system and the failures of the multi-part governments in the executive. With the official implementation of the Presidential Government System in Turkey as of 2018, the administrative structure of the executive was established with the Presidential Decree No. 1 on the Presidency Organization. The educational system within the process of education policies, the organizational structure, duties and powers of the Presidential Education and Training Policies Board and the Ministry of National Education in the context of the executive power are regulated in this Decree. In the process of education policies, the Presidency Education and Training Policies Board as the decision maker and the Ministry of National Education as the policy implementer have their presence as policy actors in the Presidential Government System. In this study, the effects and roles of the Presidential Education and Training Policies Board, which has the same duties and powers as the National Education Council, which is not included in the Decree on the Presidential Organization, in policy formulation and implementation are evaluated. In this study, which aims to reveal the roles of the Presidential Education and Training Policy Board and the Ministry of National Education in the policy process, the "document review" method was used. Keywords: Presidential Government System, Public Administration, Public Policies, Education Policies, Education and Training Policy Board, Ministry of National Education, National Education Council.

The purpose of this study was to find out the actual condition of the students and parents’ participation in the operation of surveys, forums, concerts, discussions, public hearings, and intensive discussions conducted during the 2022 national curriculum development process (April 2021 to November 2021). In order to achieve the research purpose, all related data published by the Ministry of Education, the National Education Council, and the Provincial Superintendent of Education Council were collected and analyzed. As a result of the study, first, the timing, period, target selection, and connection with follow-up work were appropriate, but in the case of the questionnaire, professional content that is difficult for students, parents, and the general public to know was included. Second, problems such as one-time operation, topics requiring expertise, lack of discussion among participants, and absolute lack of time for discussion were found. Third, intensive debate run by the National Education Council can be said that participants such as students and parents lacked expertise in the curriculum. In conclusion, surveys, forums, concerts, and public hearings promoted the direction and main contents of the 2022 revised curriculum and helped to form consensus, but there are limitations in collecting wide opinions and materializing agendas.

Türkiye’de Milli Mücadele dönemiyle birlikte pek çok konuda olduğu gibi eğitime de ihtimam gösterilmiştir. Türk eğitim tarihi açısından Mustafa Kemal Paşa’nın liderliği ele alması adeta bir dönüm noktası olmuştur. Türk milletinin ilerlemesinin ve batılılaşmasının ön koşullarından sayılabilecek eğitimin seviyesini yükseltmek için çeşitli çalışmalar başlatılmış ve sürdürülmüştür. Bu çalışmalar arasında Milli Eğitim Bakanlığı’nın danışma organı olan Milli Eğitim Şûrâları öne çıkmaktadır. Bu çalışmada 1939 yılında gerçekleşen Birinci Maarif Şûrası (1939 yılı) ile İkinci Maarif Şûrâsı (1943 yılı)’nın ulusal basındaki yansımalarını ortaya koymak amaçlanmıştır. Çalışmada nitel araştırma yöntemlerinden olan tarihsel araştırma yöntemi kullanılmıştır. Verilerin çözümlenmesinde ise betimsel ve doküman analizine baş vurulmuştur. Çalışmada arşiv belgeleri ile birlikte dönemin gazeteleri (Akşam, Anadolu, Cumhuriyet, Haber, Tan, Türk Dili, Son Posta, Son Telgraf, Ulus, Vakit, Yeni Asır) ve Maarif Vekaleti tarafından yayımlanan Şûrâ raporları kullanılmıştır. Bununla birlikte Milliyet gazetesinin arşivine ulaşılamaması, konunun sınırlılıkları arasındadır.

This study focuses on foreign language teaching and foreign language teacher education in Türkiye since the mid-19th century, when the renewal movements in the Ottoman Empire began. It examines foreign teaching and foreign language teacher training policies and practices, starting from the Tanzimat when the westernization studies of the Ottoman Empire began to the present. The study aims to contribute to the field of Foreign Language Teaching Education by examining the periods of foreign language teaching and teacher training policies and practices in foreign language teaching and foreign language teacher training. In terms of the objectives of the study, as one of the qualitative research methods, the document analysis method was chosen, and documents published by the Council of Higher Education (YÖK), the Ministry of National Education (MONE), the Board of National Education and the Board of Education, Official Gazettes, National Education Councils and Development Plans of Türkiye were studied in detail. Sections related to foreign language teaching and foreign language teacher training policies in these resources are included in the study chronologically. In the National Education Councils examined, decisions were made to solve the teacher shortage rather than teacher education.

The State of In-Service Training of Teachers and Teacher Training in National Education Councils

Este artigo resulta de uma pesquisa cientfica e tem como objetivo analisar os atos normativos do Conselho Federal de Educao (CFE) e do Conselho Nacional de Educao (CNE) para demonstrar a trajetria da educao superior a distncia at sua consolidao pela legislao educacional. Os dados desta pesquisa, de carter qualitativo e documental, foram coletados nas publicaes da revista Documenta e relata as propostas, iniciativas e experincias de educao a distncia (EaD) na educao superior, desde o incio da dcada de 1970. Conclui-se que o CFE contribuiu para os estudos sobre o uso da EaD na educao superior, barrando seu crescimento sem estrutura apropriada e regulamentao especfica. Porm, a entidade, ao fim de sua vigncia, passou a autorizar cursos a distncia na esfera privada. Com o CNE, criado para substituir o CFE, foi registrada a diminuio de estudos e discusses sobre a modalidade e um aumento de sua atividade cartorial.