THE IMPLEMENTATION OF EDUCATIONAL REFORMS IN THE CONTEXT OF GLOBALIZATION AND GLOBAL TRANSFORMATION OF EDUCATION (THE EXPERIENCE OF TURKEY IN THE FIRST QUARTER OF THE XXI CENTURY)
The article deals with the problems of implementation of educational reforms in the conditions of globalization and world transfomation on the example of Turkey. In Turkey, educational reforms are actively carried out. The main objective is to prepare competitive young people for the labor market in their native country and abroad.
According to the conducted analysis of scientific studies on educational reform in Turkey 2012, it is possible to allocate the following principal ways of its successful implementation: the development of preschool education should be one of the first links on the socialization of children and formation of their psychological readiness for learning; internationalization and international cooperation in the field of education as a strategic direction for the development of education; partici-pation at the international projects on independent assessment of the quality of education for an objective analysis of the country's education system and improve-ment of the content of education, curricula, methods and means of education; promoting the development of vocational education institutions, participate in national and international projects; the development of programs of academic mobi-lity of teachers to share positive experiences with their colleagues from other coun-tries who wish to develop their skills in certain fields of science and participate in international scientific research; promote the development of informal and distance education at all levels; special attention to the formation of entrepreneurial compe-tence of young people; promoting the development of information system of subjects of the educational process and the free access of students to electronic learning resources and ensuring their security in the information space; monitoring the educational achievements of young people and at the same time, the use of ICT to ensure quick receipt of the results of the statistical analysis; promoting the develop-ment of new Ukrainian education in rural schools; taking into account the centuries-old traditions of the country (culture, education, religion, etc.), which can not be
Gorbatenko V. P. (2003) Reforma. Yuridichnal encyclopedia: In 6 vols. vol. 5. N–P–K, 303.
Talim Terbiye Kurulu (2005) I˙lko¨g˘retim 1–5. sınıf programları tanıtım el kitabı. MEB, Ankara. Retrieved from: https://www.medyaokuryazarligi.gov.tr/userfiles/files/program.pdf.
Turkey’s Education Vision 2023. Retrieved from: http://2023vizyonu.meb.gov.tr/doc/2023_VIZYON_ ENG.pdf.
OECD Environmental Performance Reviews (2008). OECD Environmental Performance Reviews. Turkey. Retrieved from: http://www.oecd.org/env/country-reviews/environmentalperformancere viewsturkey 2008.htm.
Gokmenoglu, T., Clark, C., & Kiraz, E. (2016). Professional Development Needs of Turkish Teachers in an Era of National Reforms. Australian Journal of Teacher Education, 41(1). Retrieved from: http://dx. doi.org/10.14221/ajte.2016v41n1.7.
Başak Kasa, Yasemin Ersöz (2016). Pros and Cons: Compulsory 12 year education reform in Turkey. South African Journal of Education, Vol 36, Number 2. Retrieved from: http://www.scielo.org.za/ scielo.php? script=sci_arttext&pid=S0256-01002016000200009.
Tuba Gökmenoğlu, Christopher M. Clark (2015). Teachers evaluation of professional development in support of national reforms. Issues in Educational Research. Vol. 25(4), 442-459. Retrieved from: http:// www.iier.org.au/iier25/gokmenoglu.html.
Copyright (c) 2019 Zlata Solovei
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.