Inferences on Turkish Education Policies in the Light of International Education Policy Studies following the Compulsory Education Reform - Article 9

Oct 15, 2026

Inferences on Turkish education policies are developed through the lens of international education policy studies after the Compulsory Education Reform. The text frames policy as a complex, goal-directed process that is interpreted across different spaces and enables effective educational change. It argues that education policy success is difficult to judge because outcomes depend on socio-political context, and on social, economic, and cultural parameters that shape different trajectories for educational change.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Educational Considerations

Policy as a regeneration process

Education systems, goals, and evaluating success

Contextual factors and trajectories of change

Globalization and performance measurement

Educational Considerations | Volume 45
Number 1 Teaching and Learning in a Global
Community | Article 9 | | --- | --- | 2019 Inferences on Turkish Education Policies in the Light of International Education Policy Studies following the Compulsory Education Reform Betül Balkar Gaziantep University, [b.balkar@gmail.com](b.balkar@gmail.com)[ ](b.balkar@gmail.com)Rabia Öztuzcu ŞahabettinAkşab Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations) Part of the Other Education Commons Recommended Citation Balkar, Betül; Öztuzcu, Rabia; and Akşab, Şahabettin (2019) "Inferences on Turkish Education Policies in the Light of International Education Policy Studies following the Compulsory Education Reform," Educational Considerations: Vol. 45: No. 1. [https://doi.org/](https://doi.org/)[ ](https://doi.org/)[10.4148/0146-9282.2171](10.4148/0146-9282.2171) This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, [please contact](please contact cads@k-state.edu)[ cads@k-state.edu](please contact cads@k-state.edu). Balkar et al.: Inferences on Turkish Education Policies Inferences on Turkish Education Policies in the Light of International Education Policy Studies Following Compulsory Education Reform Betül Balkar, Rabia Öztuzcu, and ŞahabettinAkşab Policy which is defined as a process is evaluated as a concept that is regenerated and interpreted at different spaces (Veselý 2012). Policy development is a complex planning process with a certain goal. According to the traditional opinion, problem solving requires the finding of a solution based on a certain policy. It is thanks to the emerging policy that the appearance and management of effective changes may be attained (Weaver-Hightower 2008) . Education is undoubtedly one of the most important fields for which solutions to problems, as well as effective changes, are sought for via formation of policies. Education policy makers think that education serves a wide range of purposes independent of their political tendencies. Education is discussed as a concept with many different functions such as social adaptation, political stability, and economic development (Tomiak 1992) . Such importance of education for countries makes it important to develop and evaluate effective education policies. Every education system is structured around a perspective of teaching and learning as well as the organization of knowledge (Gonçalves et al. 2012) . Each education system has different concrete and measurable goals as well as abstract objectives. Hence, it is quite difficult to decide whether an education policy has been successful or not (Burdett and O’Donnell 2016). Policy changes in the field of education are not only related with educational causes and outcomes, socio-political environment is also effective in this issue. Education processes are affected by social, economic, and cultural contexts. Contextual parameters such as values ofa country, its economic status, and demographic characteristics may play a definitive role on education processes (Veselý 2012) . Relations between the countries along with their different political, historical, and economic characteristics result in differences in the form and legibility of their education policy preferences, thus resulting in different trajectories for educational change (Johnson 2006) . Even though different characteristics of countries result in different education policies, the developments that take place in our time cultivate to new and common needs. The education systems of countries go through a similar transformation process thanks to these new and common needs. Education policies continue to change as socio-cultural needs, along with t

FAQs

How does the text define education policy and its role in change?

Education policy is treated as a process regenerated and interpreted across different spaces. Emerging policy is described as enabling the appearance and management of effective educational change.

Why is it difficult to determine whether an education policy has been successful?

Each education system has both concrete measurable goals and abstract objectives, making success difficult to judge. The text also emphasizes that education processes are influenced by broader socio-political and contextual factors.

What effects of globalization on education policies are discussed?

Globalization is linked to new common needs and to critical education policy importance. It increases market accountability and leads to performance being measured through tests, administrative mechanisms for teachers, and inspection or exam results for schools.

Oct 15, 2026

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