Küresel eğitim reformunun bir parçası olarak Türkiye'de eğitimde yerelleşme
Özet
This study argues that the mainstream decentralization of education process, as part of global education reform and restructuring of the state, began under intense supervision and control of the central administration in Turkey, but it is not well administered. This paper also argues that with the experience gained from decentralization process, decentralization steps in education have led Turkey towards school-based management models cautiously, with the strong demand of national actors and the support or force of international institutions about decentralization. Decentralization and decentralization of education have complex and multidimensional meanings. In the thesis study, these concepts and are discussed within the framework of general discussions and mainstream approaches. Within the scope of the claim of the thesis, school-based management has been examined as a subtitle of mainstream approaches. Since decentralization of education is directly related to the global education reform movement, it has also been examined. Planning of global education reform, led by international institutions such as the World Bank, OECD, UNESCO, has been addressed within the framework of global education meetings and documents. Chile, Indonesia, the United States of America and France have been studied within the scope of global education reform and decentralization of education, as the emerging new approaches can be implemented by states through voluntary acceptance or credit and grant relationship. Due to Turkey's progress in the direction of global education reform movement and decentralization, criticism of education in Turkey, suggestions and requests of the international and national actors are examined. Turkey's decentralization trends and steps have been described and the information is given to verify the claim of the thesis. Explanatory and interpretative methods are used.