Experiences of education policy actors in relation to the role of the national education council in the process of policy-making

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Tezin Türü: Yüksek Lisans

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümü, Türkiye

Tezin Onay Tarihi: 2016

Öğrenci: SEVGİ KAYA KAŞIKCI

Danışman: GÖKÇE GÖKALP

Özet:

The purpose of this study is to examine how the National Education Council’s (NEC) participants experience the role of the NEC in the process of educational policy-making by considering the last three councils under the same political party. For this purpose, qualitative research design is applied. The sample of the study involves 15 participants including people from Ministry of National Education, academicians, principals, teachers, unions and policy analyst organizations who have attended more than one of the three councils, namely the 17th, 18th and the 19th NEC. The data were collected through the semi-structured interviews developed by the researcher. Furthermore, documents; regulation of the NEC, the 17th and the 18th NECs’ reports and the reports published by the unions on the NECs were also analyzed. The qualitative data were analyzed through descriptive and content analysis by using NVivo 10. The results indicated that NECs did not have an efficient role in the policy-making process and the role of these NECs evolved from the policy formulation to issue definition and agenda-setting tool which was used by the MoNE in order to strengthen and legitimize their agenda. Moreover, the results of the research demonstrated that MoNE chose the participants of these councils from an ideological perspective. To conclude, although NECs provide a participatory environment for the policy-making process, they were not used with the aim of policy-making.