Eğitim Reformunun Başarısında Etkili Olan Etmenler: BİLSEM Modelinin Politika Nitelikleri Kuramı Bağlamında Analizi

Abstract

In this study, the reforms related to BILSEM were analyzed in the context of Policy Attribution Theory in order to determine the factors that were successful in educational reforms. The reforms and innovative practices carried out in BILSEM were evaluated with the opinions of the stakeholders working in every layer of the system related to BILSEM, taking the dimensions of PAT's specifity, consistency, authority, power and stability as criteria. In the context of these views, the factors that facilitate and hinder the success of the reforms carried out in BILSEM have been identified, in addition, in the reformist practices carried out in BILSEM, it was determined which dimensions of the theory were functional and which dimensions deviated. Besides, the nature of the dimensions of the theory and their relationship with each other were also evaluated. The research was designed according to the case study pattern. 45 people working in the units related to BILSEMs participated in the research, which was determined with the maximum diversity approach, in the 2020-2021 academic year. The data obtained from the opinions of the participants were analyzed by the theoretical thematic analysis method. The results obtained show that the design and objectives of the reforms implemented in BILSEMs are clear and specific, but the incoming reform practices are not consistent with previous practices, In the reform studies carried out, it was concluded that the field participated in the decision, but not every decision was put into practice, although they did not adopt the reform practices, they had to do it due to bureaucratic necessity, and at this point, when they did not think that it was for the benefit of the children, they only carried out the implementation on paper. In addition, it has been determined that although the reform practices start with the power of the authority, the power of the incentive is not used in the sustainability of the reform practices and there is no authority-power balance. In the stability dimension, although the teachers state that the reforms are constantly changing due to political mobility, all administrators in other layers are of the opinion that the reforms are carried out in a stable manner. In addition, when the quality of the dimensions of the theory and their relationship with each other are evaluated, it is concluded that the dimensions of the theory are a 'real' set of values and that the dimensions have a strong relationship with each other.