Curriculum Reforms in Turkey

Abstract

The aim of this chapter is to examine and assess the basic structure of changes in the 2004 curriculum in Turkey. It also aims at evaluating how restructuring of the education system in Turkey have been affected by the general social and educational trends in the changing world and by the accession process to the European Union. Literature and document analyses-including curricula development endeavors in education in Turkey dated 1924, 1926, 1936, 1948, 1962, 1968, 1998, and 2004 since the foundation of the Turkish Republic in 1923 were used in this study. Of the educational curricula, especially the 2004 Educational Curriculum, was examined in terms of its vision, structure, aims, and contents as well as evaluating the effects of the general, social, educational trends, the educational norms, and preferences of the European Union on this curriculum. This study demonstrates the effects of an improvement movement that can be effective in terms of the effects and outcomes in Turkey as a growing and developing country in the Eurasian region can also be important for many other countries in the Eurasian region. In other words, similar improvement policies can be followed in other countries of the Eurasian region. As a result of these reform efforts, these countries can have an opportunity to increase their level of development first and then contribute to the economic and geopolitical importance of the Eurasian region in the general sense.