Milli Eğitim Yönetiminde Eğitim Politikası Analiz Sürecini Uygulamaya Dönüştürme

Abstract

Summary Limitations on developing real knowledge about the education system and its performance minimize the lack of potential resources in policy development. This type of information also forms the basis for achieving consensus. Understanding the problems in the education system, developing the sharing and finding a strategy for it is a critical process in reaching the foundation. Because such consensus is a key to encouraging synergetic action and cooperation by many segments that typically play a role in parts of implementation policies in the education system. To illustrate the difficulty of achieving consensus in the absence of good analytical work, we have to say that it is the best in policy discussions with priority views on the weaknesses and strengths of the education system, and how its performance should best be improved. As a result, it is not a surprise to see the political discussions at an impasse. Because it is difficult to assess the pros and cons of options only on the basis of theoretical arguments. For example, someone might argue that multilevel learning is pedagogically weak. But someone else also claims that equal-level learning can be quite effective. Because in this, each student devotes more time independently and makes the demands on teachers to teach the diversity of students' learning styles more obvious. It is not possible to emphasize the validity of any assessment of the effectiveness of multiple learning without empirical evidence to compare learning outcomes under the alternative learning arrangement. Of course, analytical work does not consist of discussion alone. But it helps those who shed light on the thoughts in reaching that conclusion. Key Words: National Education, Education Management, Education Policy, Analysis Process