Abstract
<p style="text-align:justify">This research reflects neoliberal economic policies by demonstrating the privatization of education in Turkey. The increase in the number of students of private schools and private schools in Turkey along with the relationship between public education investments and household income of education have been explained by using the document analysis technique from qualitative research methods. As in many countries, public education in Turkey has been removed from the basic human rights and commercialized and transformed into a commodity that has been bought and sold. Neoliberal transformation aims to generate a strong and dependent structure that eliminates political and economic freedoms. The documents published by the Ministry of National Education and the Turkish Statistical Institute were obtained from the relevant institutions and the data were analysed. It has been concluded that education has undergone a rapid privatization in Turkey, while investments in public education have decreased rapidly. Also the funds required to be allocated to public schools have been transferred to private schools, and the education rights of the children of poor families have been diminished.</p>
Highlights
As in many countries, public education in Turkey has been removed from the basic human rights and commercialized and transformed into a commodity that has been bought and sold
The increase in the number of students of private schools and private schools in Turkey along with the relationship between public education investments and household income of education have been explained by using the document analysis technique from qualitative research methods
Public education in Turkey has been removed from the basic human rights and commercialized and transformed into a commodity that has been bought and sold
Summary
Public education in Turkey has been removed from the basic human rights and commercialized and transformed into a commodity that has been bought and sold. The -education was re-adapted to the interests of global capital and restructured in accordance with neoliberal policies in line with the interests of international actors such as the World Bank (WB), the International Monetary Fund (IMF), the World Trade Organization (WTO), and the General Agreement on Trade in Services (GATS). The World Bank (WB), OECD and the European Union, with the loans they have extended, have obtained the power to structure the education systems of developing countries as they want. With these loans, they have configured the education system in line with their own wishes to the finest detail. This can be regarded as an indication that developed countries have maintained the existing regime of exploitation by controlling both underdeveloped and developing countries (Yilmaz and Sarpkaya, 2016)
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